Texas Youth Commission Project
Principal Investigators
Jade Wexler
Sharon Vaughn
Data Director
Greg Roberts
Funding Agencies
Overview
There is a lack of research on ways to intervene with incarcerated youth who exhibit low levels of literacy and on effective strategies to improve the academic and behavioral outcomes of these students. For many of these youth, incarceration may be the last opportunity to acquire the skills necessary to become productive members of society. Therefore, correctional facilities must deliver a quality educational program to meet the diverse academic needs of incarcerated youth.
Research has shown a strong link between improved levels of literacy and reduced risk for delinquency, incarceration, and recidivism (Leone, 2006; Vacca, 2007). These findings support the argument that the field of education should focus on improving literacy outcomes for incarcerated youth using relevant interventions that increase academic success and motivation.
The Meadows Center for Preventing Educational Risk (MCPER) at The University of Texas at Austin is responding to a request for support of recently passed legislation (SB 1362, Sec. 30.106) that calls for a comprehensive plan to improve student reading skills and behavior in Texas Youth Commission (TYC) facilities. This project is housed within the MCPER Dropout Prevention Institute.
Procedures
MCPER will design an intensive, individualized, scientifically based reading intervention and train TYC personnel to implement the intervention with fidelity to meet the needs of a diverse set of juvenile offenders. MCPER will also evaluate the effectiveness of this intervention. The reading intervention will be structured to reflect the comorbidity of students’ academic (specifically literacy) and behavioral/social/emotional needs. Specifically, research-based strategies for improving literacy outcomes for adolescent struggling readers will be incorporated into the context of the juvenile correctional facilities. The intervention will be designed to maintain a quick pace, provide individualization of treatment, and increase time on task and corrective feedback for students. Using a great deal of expository text, the students will learn, practice, and apply research-based reading strategies to improve literacy outcomes. The intervention will also incorporate practice in essential life skills, such as filling out forms and applications, to equip students with the skills needed to function outside of the correctional facility setting. Teachers will modify their instruction based on frequent progress monitoring.
Timeline
The project has begun and will continue during the 2009-2010 school year.
Participants
All students in need of reading support who are admitted to a TYC facility as well as reading teachers and other essential personnel
Sites
All TYC facilities
Outcomes
Research is ongoing.