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The development of literate identities in students identified as struggling readers

Sableski, Mary Catherine
http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Teaching and Learning.
The purpose of this study was to examine the influence of the interactions between teachers and students within a summer one-to-one tutoring situation on the identity development of students identified as struggling readers. The summer one-to-one tutoring program was part of a master’s level course on assessment and evaluation of reading difficulties at a Midwestern university. A qualitative multi-case study approach was used to collect and analyze data. Data were collected over a 6-month period and included observations of tutoring sessions, interviews of both teachers and students, work samples from teachers and students, transcripts of both in-class and on-line university class discussions, and observations and interviews of the students and their new teachers in the fall. Data analysis included thematic coding and microanalysis and revealed two types of interactions between the teachers and the students: those at the point of difficulty and the asking of questions by the teacher. At the point of difficulty, the teachers interacted with the students to scaffold instruction and to teach the use of reading strategies. Teachers asked questions using various forms, and the forms used reflected the teaching style that they relied upon. The teachers’ perspectives on the assessment, evaluation, and instruction of struggling readers played a role in the types of interactions that occurred. Students responded to the teachers using resistance and coping behaviors. Resistance occurred when the interactions did not match students’ existing literate identities, and coping behaviors occurred when the students reached points of difficulty that challenged their literate identities. When students’ coping behaviors were acknowledged by the teachers, students were able to use them to maintain existing literate identities, while resistance was not a successful means of inserting previous literate identities into the interactions. These findings demonstrate that students bring literate identities to academic interactions from previous contexts, and the extent to which these identities are honored by their teachers has implications for the development of their literate identities. Struggling readers who find their literate identities reflected within academic interactions are better able to resolve their previous literate identities with the ones presented to them by their teachers.
Patricia Scharer (Advisor)
struggling readers; identity; tutoring; in-service teacher education; reading

Recommended Citations

Citations

  • Sableski, M. C. (2007). The development of literate identities in students identified as struggling readers [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833

    APA Style (7th edition)

  • Sableski, Mary. The development of literate identities in students identified as struggling readers. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833.

    MLA Style (8th edition)

  • Sableski, Mary. "The development of literate identities in students identified as struggling readers." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1172890833

    Chicago Manual of Style (17th edition)

osu1172890833
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.