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ERIC Number: ED533653
Record Type: Non-Journal
Publication Date: 2011
Pages: 273
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1248-6132-6
Struggling Readers and Emotional Intelligence: A Case Study of Their Program Experiences
Peterson, Jennifer
ProQuest LLC, Ph.D. Dissertation, Gonzaga University
This study examined the question: How do struggling readers experience the Gonzaga University's Saturday Literacy Tutoring Program as viewed through the five key dimensions of emotional intelligence? Gonzaga University's Saturday Literacy Tutoring Program is designed to help struggling readers gain the specific skills and strategies they need to become more independent readers. If teachers are to be able to help struggling readers they must begin to carefully listen to their voices. Currently, there appears to be few documents that capture the voices of struggling readers. This case study captures the voices of eight students who were enrolled in the Saturday Literacy Tutoring Program from September 2010 to December 2010. The purpose of this qualitative case study was to document the experiences of eight struggling readers who participated in the Saturday Literacy Tutoring Program through systematic data gathering procedures. Student's data was viewed through the five key dimensions of emotional intelligence. Thus, through self-awareness, self-control, self-motivation, relationship skills, and empathy results from this study revealed the five key dimensions of emotional intelligence were the foundation upon which the support themes of common reasons why students struggle to read and the cognitive and affective aspects of reading were built. These themes established a pattern for how the students experienced the Saturday Literacy Tutoring Program. One important implication from this study is that struggling readers are rarely listened to. Struggling readers often face frustration because they feel alone and isolated. Unless these struggling readers are given the chance to voice these frustrations and receive the reading skills and strategies they need, they may remain despondent and unmotivated. It will be important to measure these core support themes in a quantitative format. More research needs to be done to listen to the voices of struggling readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A