"As real as it gets": A Grounded Theory Study of a Reading Intervention in a Juvenile Correctional School

The well-documented statistics regarding the academic struggles of incarcerated youth are disconcerting, and efforts to improve reading performance among this population are greatly needed. There is a dearth of research that provides rich and detailed accounts of reading intervention implementation in the juvenile corrections setting. The present study attempted to address this gap in the research base by developing a grounded theory of literacy intervention implementation in one juvenile correctional school. Qualitative methods were used for data collection (i.e., individual and focus group interviews) and analysis (i.e., grounded theory). Study participants included representatives from all facets of the facility, including education (both students and adults), security, and administration, to allow for a comprehensive examination of the context. The context affected the faculty, staff, and students in different ways and influenced the commitment to and implementation of the intervention. Additionally, teachers' experience and background seemed to influence their perception of the program. Individual student characteristics affected their motivation for participation. There were many contextual factors, some that contributed to the success of the intervention, and others that impeded its success. It is important that interventions being considered for implementation in challenging or atypical settings account for the contextual variables that can affect outcomes. In the current study, influential factors identified were related to the physical environment, leadership, teachers, security personnel, and the students' backgrounds.