When culturally diverse and economically deprivedstudents do not excel in school, discourses aboutstruggling readers, about abilities and disabilities,and about teacher preparedness and effectiveness areamong the factors that are considered. My bookshifts the label "struggling reader" away fromstudents and positions students as being challengedby making meaning from texts and by the educationalendeavors instead of, basically, struggling to read. It positions reading as the struggle and not thereaders as strugglers. I investigated the factorsthat impede and impel meaning making for students whoare challenged in this way. Six narratives revealsome of these factors that impede and impel meaningmaking from texts for these six culturally diversestudents. The students spoke of their past, present,and anticipated, future experiences with literacy. Ifound that aliteracy contributes to the delayedemergence of reading for some students who arelabeled struggling readers. Aliteracy represents theability to read but the choice not to read. Sociocultural, sociolinguistic, and socioeconomicfactors contribute to aliteracy and to studentsmaking meaning from texts.
When culturally diverse and economically deprivedstudents do not excel in school, discourses aboutstruggling readers, about abilities and disabilities,and about teacher preparedness and effectiveness areamong the factors that are considered. My bookshifts the label "struggling reader" away fromstudents and positions students as being challengedby making meaning from texts and by the educationalendeavors instead of, basically, struggling to read. It positions reading as the struggle and not thereaders as strugglers. I investigated the factorsthat impede and impel meaning making for students whoare challenged in this way. Six narratives revealsome of these factors that impede and impel meaningmaking from texts for these six culturally diversestudents. The students spoke of their past, present,and anticipated, future experiences with literacy. Ifound that aliteracy contributes to the delayedemergence of reading for some students who arelabeled struggling readers. Aliteracy represents theability to read but the choice not to read. Sociocultural, sociolinguistic, and socioeconomicfactors contribute to aliteracy and to studentsmaking meaning from texts.
Comprehensive, up to date, and highly practical, this volume discusses factors that affect struggling readers in grades 7-12 and provides research-based strategies for improving their reading and...
Make the right instructional and eligibility decisions to help your English Learners! Do your students’ reading difficulties reflect language acquisition issues or a learning disability? Now in...
From 1955 to 1975, Vera Pigee (1924-2007) put her life and livelihood on the line with grassroots efforts for social change in Mississippi, principally through her years of leadership in Coahoma...
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