A descriptive study of the secondary reading programs in American-sponsored overseas schools

This study focused on the nature of secondary reading programs in American-sponsored overseas schools

1. To what extent do A/OS have secondary reading programs?

2. To what extent are the secondary reading instructional programs similar across and within the six geographical regions of A/OS studied?

3. To what extent are reading specialists and content-area teachers involved in the A/OS secondary reading programs?

Conclusions drew attention to: availability of reading instruction was limited in secondary A/OS; reading instruction was made available to about 20 percent of the entire A/OS secondary student population; the few A/OS having secondary reading programs were concerned primarily with remedial programs; reading instruction was not made available to A/OS students on a daily basis; the major emphasis of available secondary reading programs in A/OS were given to ski l ls, whole language, and/or study skills; the majority of secondary A/OS did not employ certified reading personnel .

Recommendations made for further research and to administrators and the regional associations included the following:

1. Further studies need to determine the involvement of administrators in reading programs. The professional training and preparation of reading specialists and content-area teachers involved in reading instruction should be studied.

2. Reading instruction should be incorporated into the existing secondary curricula.

4. All administrators of A/OS should employ certified and trained reading personnel in order to provide reading instruction to secondary students.

5. Consultants and experts in the field should be invited to visit the various regions and make presentations and hold workshops related to the latest trends and issues in the reading field.