Date of Award
Winter 2011
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Program/Concentration
Curriculum and Instruction
Committee Director
Charlene Fleener
Committee Member
Shana Pribesh
Committee Member
Daniel Dickerson
Abstract
This study examined opportunities for participation and learning for "struggling" readers in a sixth grade science classroom. Literacy practices, language differences, activity structures, and the social and cultural identities and associated practices and everyday funds of knowledge of both "struggling" and nonstruggling readers in one sixth grade science classroom were documented and analyzed using a qualitative research design. Over sixteen hours of audio and video recordings as well as numerous student work samples were transcribed and analyzed. Analyses of the classroom interactions and artifacts documented in this study revealed several important affordances available in the context of this classroom related to opportunities for speaking and listening, some uses of print texts, and student agency in interactions. Student learning was found to be constrained by macrocontextual factors, text difficulty, and student history.
Rights
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DOI
10.25777/rt1j-6992
ISBN
9781267208965
Recommended Citation
Palmer, Kristin C..
"How “Struggling” Readers Engage in Literacy Events in Middle School Science: An Analysis of Interactions in Literacy Events"
(2011). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/rt1j-6992
https://digitalcommons.odu.edu/teachinglearning_etds/40
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons