In their 1985 report, Becoming a Nation of Readers: The Report the Commission on Reading, Anderson, Hiebert, Scott, and Wilkinson defined reading proposed five principles that guide its successful enactment: (1) is constructive process, (2) must be fluent, (3) strategic, (4) requires motivation, (5) continuously developing skill. this article we revise definition from to literacy rethink in response theoretical empirical developments intervening years with regard processes of, contexts for,...

It is common practice to enroll adolescents in classes designed improve their reading. Previous studies of literacy intervention have focused on students’ acquisition reading skills and strategies, but few considered how identities may contribute learning. To address this gap, I used theories positioning identity answer the question: How did understandings own interact with figured worlds classrooms? analyzed interviews, field notes, artifacts for two students teachers different classrooms,...

Studies of high school literacy intervention classes have measured reading gains through standardized assessments, but few considered the impact on students' identities. In this embedded case study, I used theories identity and positioning to answer two research questions: How did institutional interpersonal acts in classrooms build on, change, or challenge personal histories identities as readers? these shape understandings themselves readers over time? collected analyzed interviews, field...

Abstract The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” writer” labels.

There is a need to better understand the complex landscape of adolescent literacy intervention as shared responsibility across all educational stakeholders. To address this need, we examined self-reported beliefs and practices about secondary readers among group educators (including administrators, teachers, specialists) who participated in year-long professional learning series focused on providing adolescents with rich responsive opportunities. We found that educators’ shifted they...

Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has quantifiable outcomes such as reading test scores, and few efforts made to synthesize studies adolescent that attend how students themselves experience those what mediates their experiences, which previous suggests should be considered alongside other outcomes....

At the end of twentieth century, genre theorists and practitioners debated possibility explicitly teaching genres in classrooms. Though debate is decades old, it continues to be relevant contemporary discussions about literacy instruction because addresses questions how provide all students with access power. In this article, I highlight one example explicit Australia that particularly noteworthy for its critical dialogic aspects, then make connections between approach similar theoretical...

Secondary literacy instruction often happens to adolescents rather than with them. To disrupt this trend, we collaborated 12th-grade “literacy mentors” reimagine teaching and learning 10th-grade mentees in a public high school classroom. We used positioning theory as an analytic tool (a) understand how mentors positioned themselves them (b) examine the practices that enabled constrained mentor position. found our of collaborators was taken up different sometimes unexpected ways result...

Despite evidence that youths' literacy practices and identities are important contributors to learning, studies of secondary instruction often focus on understanding classroom storylines from the perspectives teachers schools. The purpose this case study was examine how one youth, Leo, shaped storyline his one-on-one tutorials by attending deviations tutor's storyline. Framed theories identity, agency, positioning, findings indicate were acts agency manifested as collaborative authoring or...

Theories guide many aspects of literacy research. In this article we describe four theoretical approaches that have used in qualitative research with students who are perceived to struggle reading school, including: New Literacy Studies, Disability Studies Education, Bioecological Systems Theory, and Cultural Historical Activity Theory. We provide a brief overview each the theories then explain how them gain insights about whom worked context our Although grounded distinct perspectives,...

Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across classrooms. Findings Oral was routine instructional event both However,...

The discourse of literary analysis is dynamic and ideological, shifting as writers navigate conventions practices to meet their rhetorical purposes in particular contexts. While scholars have engaged ideological analyses students learning write essays university contexts, few studies documented student writers’ experiences disciplinary enculturation secondary English language arts classrooms. In this case study, we address absence by using the concept stance examine how identity one...

Stand-alone reading intervention courses, or classes, are designed to facilitate the literacy development of adolescents who have been deemed “struggling” readers. However, existence such courses does not mean that these goals realized. Decades qualitative research on youth perspectives and experiences documented how inequity can persist within classes. Nevertheless, district mandates curricular adoptions often require schools offer courses. To mitigate students’ negative when offered,...

Abstract The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” writer” labels.

Prior research on peer literacy teaching tends to be conceptualized as tutoring and often focuses the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw theories identity positioning propose a conceptual shift from mentoring also describe affective relational dimensions teaching. our analysis, explore how two 11th graders positioned themselves readers mentors in cross-age mentorship class public high school northeastern United States. Data sources...

While educators may be well positioned to support unaccompanied immigrant youth, there is limited interdisciplinary research focused on understanding the complexity of youth's experiences in US schools. The purpose this qualitative, interview-based study was better understand how transnational pre-, during, and post-migration affected their school-based experiences, explore schools supported them. Participants included ten youths from Central America six key informants who worked with youth...

Most schools operate as hierarchical structures, where adult stakeholders largely dictate what counts knowledge and how to teach it. While previous scholarship has documented the promise of youth-led initiatives trouble these explorations tend occur outside do not typically account for kinds changes in relations between youth adults necessary disrupt structures from within. Using third-generation cultural-historical activity theory our theoretical framework, this study we explore shifts...

Abstract The present iteration of the “reading wars” has created intense debate about what constitutes rigorous and effective literacy instruction. Increasingly, politicized discourses have narrowed field's definition reading across education spaces (P‐20) overemphasized foundational early skills while minimizing consequentiality sociocultural influences on learning. In this commentary, we engage critique recent narratives nature learning among scholars, policymakers, practitioners, in...