Date of Award
Doctor of Philosophy (PhD)
Teaching and Learning
Curriculum and Instruction
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.
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 and Learning, Old Dominion University, DOI: 10.25777/rt1j-6992