NotesFAQContact Us
Search Tips
ERIC Number: ED550140
Record Type: Non-Journal
Publication Date: 2011
Pages: 433
Abstractor: As Provided
ISBN: 978-1-2672-0896-5
How "Struggling" Readers Engage in Literacy Events in Middle School Science: An Analysis of Interactions in Literacy Events
Palmer, Kristin Cartwright
ProQuest LLC, Ph.D. Dissertation, Old Dominion University
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. [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: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A