Integrated Reading Literacy Interventions (IRLIs)

A Quantitative Analysis of the Characteristics, Intentions, and Outcomes in Business Education

Authors

  • Frederick W. Polkinghorne Bowling Green State University
  • Susan Hall Webb University of West Georgia

Keywords:

IRLIs, Reading literacy, Business education, CTE, Career and Technical Education

Abstract

Purpose: The purpose of this study is to determine the perceived characteristics, intentions, and outcomes of integrated reading literacy interventions (IRLIs) in business education courses and how characteristics of selected participants impact IRLI implementation and success.

Method: A quantitative, descriptive research design was used to collect data with close-ended, Likert-based survey responses.

Results: Findings in this study suggested that, generally, business teachers’ perceptions of the characteristics, intentions, and outcomes of IRLIs cohere with existing research and best practices; although there are some significant differences among the participants, interestingly enough, the significant differences were supported by existing research.

Recommendations: It was recommended that additional research be conducted to determine the impact of the school districts’ affluence on the selection and implementation of specific IRLIs as well as research of the impact of these variables on students’ academic achievement. Further, the findings show a need for professional development of business teachers in order to enhance their skills for the selection, implementation, and evaluation of IRLIs.

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Published

2023-03-24

How to Cite

Polkinghorne, F. W., & Hall Webb, S. (2023). Integrated Reading Literacy Interventions (IRLIs): A Quantitative Analysis of the Characteristics, Intentions, and Outcomes in Business Education. Journal of Research In Business Education, 56(1), 57-78. https://jrbe.nbea.org/index.php/jrbe/article/view/52

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