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Addressing marginality: Slowly developing readers in responsive learning communities
Abstract
Students who fail to establish an identity as a reader run the risk of becoming disconnected from both school and society due to the important position reading holds in our culture. Therefore it is crucial to determine how classroom teachers can help marginal readers increase their participation in the classroom learning community. Three major research questions guide the study: (1) Do participating teachers conceptualize reading as encompassing a broad or a narrow range of behaviors? (2) How do teachers' theories about reading development, reading instruction, and learning potential impact upon their interactions with slowly developing readers? (3) How do curriculum, instructional groups, and classmates influence efforts to help slowly developing readers increase their participation in the literate classroom community? The study employs qualitative research methods. It describes the theory and practice of two first grade teachers recognized for their commitment to helping marginal readers. Data collected over a four month period of time are drawn from participant observation, audiotaping of classroom reading events, and interviews/conversations with teachers, students, and parents. Data indicate that participating teachers conceptualize reading as encompassing an extremely broad range of behaviors. Teachers' theories of reading and learning stress motivation, self-confidence, support, challenge, and shared roles among teacher and students. The study concludes that teachers can help marginal readers increase their participation in the learning community through explicit language that reflects social and cognitive goals, support and challenge, and focus on students as resources to one another. It further concludes that slowly developing readers benefit from participation in the same language-rich environment as peers when teachers modify and extend learning experiences to meet individual needs. Ensuring success for all students involves careful analysis of existing practices to determine if teachers' theories about reading, learning, and student potential expand or limit classroom alternatives for students whose reading development differs from that of peers. Further, it requires examination of the role of classmates and family in promoting or hindering student progress. The challenge for educators is to explore ideas and practices that demonstrate promise for helping slowly developing readers reach high levels of competence.
Subject Area
Language arts|Special education
Recommended Citation
Watrous, Beth Gildin, "Addressing marginality: Slowly developing readers in responsive learning communities" (1990). Doctoral Dissertations Available from Proquest. AAI9110229.
https://scholarworks.umass.edu/dissertations/AAI9110229