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ERIC Number: ED420834
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 7
Abstractor: N/A
Reference Count: N/A
Following a Struggling Reader: A Case Study.
Niles, Karen
Using an emergent literacy perspective, a qualitative case study examined a child who struggled to become a reader. The study was based on data gathered during a 33-month tutoring intervention extending from the end of repeated first grade to mid-fourth grade. Interviews and documents were used to reconstruct the child's literacy history prior to tutoring intervention and document his development from an early emergent reader to a beginning reader. Participants in the study were "David," a European-American boy from a working class family and the researcher, a graduate student in emergent literacy. Results indicated that David's stress level, which was overwhelming when tutoring began, was lowered as tutoring progressed. Findings suggest that the most helpful practices in the beginning were: prohibiting "sounding out"; supplying words he needed; and teaching him to read "around" words he did not know. Later helpful practices were: sharing the reading with him; working on his spelling words; repeated readings; and various sound and word games played to increase phonemic awareness. (Contains eight references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A