Being a 'Reader' in New Times: A Case Study Examining the Construction of a Reader in a Ninth-Grade English Class
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| Title: | Being a 'Reader' in New Times: A Case Study Examining the Construction of a Reader in a Ninth-Grade English Class |
|---|---|
| Language: | English |
| Authors: | Gallagher, J. David |
| Source: | Reading & Writing Quarterly. 2012 28(3):201-228. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools |
| Descriptors: | Literacy, Grade 9, Reading Skills, English Instruction, Language Arts, Teaching Methods, Reading Instruction, Homework, Classroom Environment, Reading Materials, Ethnography, High School Students, Observation, Interviews, Reading Aloud to Others |
| DOI: | 10.1080/10573569.2012.676354 |
| ISSN: | 1057-3569 |
| Abstract: | This article presents a case study that examined the ways in which the boundaries of what it meant to be a "reader" were constructed and what counted as reading in a 9th-grade English classroom. Through the examination of 2 literacy practices (i.e., teacher-led shared reading and the reading of school texts outside of school), I explore what it meant to be a reader and how this was constructed in the classroom. In addition, I report on 1 student's sophisticated out-of-school literacy practices, how he actively helped construct what it meant to be a reader, and how he positioned himself within and in opposition to the constructions of being a reader in the classroom. The findings of the study suggest implications for literacy theory and for educators teaching struggling readers. (Contains 1 table and 1 footnote.) |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2012 |
| Accession Number: | EJ968007 |
| Database: | ERIC |
| Abstract: | This article presents a case study that examined the ways in which the boundaries of what it meant to be a "reader" were constructed and what counted as reading in a 9th-grade English classroom. Through the examination of 2 literacy practices (i.e., teacher-led shared reading and the reading of school texts outside of school), I explore what it meant to be a reader and how this was constructed in the classroom. In addition, I report on 1 student's sophisticated out-of-school literacy practices, how he actively helped construct what it meant to be a reader, and how he positioned himself within and in opposition to the constructions of being a reader in the classroom. The findings of the study suggest implications for literacy theory and for educators teaching struggling readers. (Contains 1 table and 1 footnote.) |
|---|---|
| ISSN: | 1057-3569 |
| DOI: | 10.1080/10573569.2012.676354 |
