Date of Award

1-1-2011

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Program

Curriculum and Instruction

Content Description

1 online resource (vi, 171 pages) : PDF file, illustrations

Dissertation/Thesis Chair

Jane M. Agee

Committee Members

Carla Meskill, Margaret Sheehy

Keywords

case study, classroom discourse, identity, phenomenological, reading identity, struggling readers, Reading, Middle school students, Remedial teaching

Subject Categories

Language and Literacy Education | Reading and Language | Secondary Education

Abstract

Middle school students bring various identities into the classroom including their reading identities, their self concepts concerning their views of themselves as readers. Using identity and psycho-social and socio-cultural theoretical constructs as a foundation, I conducted phenomenological case studies that focused on middle school remedial readers and the means by which their reading identities are constructed within and outside the institution of school. The study investigated in- school factors which impact student reading identities, including interactions with remedial and classroom teachers, as well as out- of- school factors such as family literacy.

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