Struggling Reader, Struggling Teacher: An Examination of Student-Teacher Transactions with Reading Instruction and Text in Social Studies
Abstract
The year-long case study described in this article examined the transactions between a sixth grade social studies teacher, Mrs. O’Reilly, and a struggling reader within her classroom, Sarah, in relation to the reading-task demands of their classroom. Findings indicated that Mrs. O’Reilly’s transactions with Sarah were influenced by a cognitive, print-centric view of reading and the identity she created for Sarah based on that view of reading. Sarah’s transactions with the reading task demands were influenced by how she identified herself as a reader and her goal to prevent her peers from seeing her as a poor reader. The findings from this study suggest that teachers and researchers need to find ways to identify and be responsive to the role of identity in the classroom.
- Journal
- Research in the Teaching of English
- Published
- 2009-02-01
- DOI
- 10.58680/rte20096961
- CompPile
- Open Access
- Closed
- Topics
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