NotesFAQContact Us
Search Tips
ERIC Number: ED554363
Record Type: Non-Journal
Publication Date: 2013
Pages: 300
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-9867-0
To Know and Be Known: The Voices of Boys with Reading Disabilities
Hill, Pamela Susan
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
My research combined two qualitative narrative methods, autoethnography and portraiture. These methodologies were used to design word portraits of three second-grade boys, one second-grade and two third-grade teachers, and one special educator. This study's focus was twofold: exploring the literacy and learning perspectives of second-grade boys diagnosed with reading disabilities, and teachers' views of boys with reading disabilities and the instruction they delivered to them. The study took place over a three-month period during the second semester of the school year term from 2010-2011. The key researchers whose studies guided my understanding, all shared a common examination of student voice. Student voice is the perspective of the student in the form of words, non-verbal communication, pictures or other modes for the purpose of personal educational change; a tool of perspective and opinion used to influence and shape education (Cook-Sather, 2002, 2006; McCallum, Hargreaves & Gipps, 2000; Rudduck & Fielding, 2006). Data collection comprised individual and focus group interviews, artifacts, and researcher journaling. Student data collection included exploring reader identities, boy archetypes, and storytelling with dramatization. Teacher data collection included reflecting on student identities, use of archetypes in instruction, and educating boys with reading disabilities. The analysis of student data resulted in portraits of the boys viewing themselves as reading abled instead of disabled. They acknowledged reading differently than their peers, while demonstrating positive viewpoints of themselves as readers. The boys used their voices to speak about themselves as readers and discussed their own instruction. They were members in a reader community demonstrating their ability and desire to read. Analysis of the general education teachers' data regarding their views of boys with reading disabilities portrayed one of struggle although they believed the boys clearly understood their own reading abilities and they had the ability to be successful readers. They described student negative behaviors during reading instruction in the classroom and that the boys did not always understand what the teacher expected them to do in their reading lessons. They placed importance on peer relationships, stating they believed the boys made book and instructional choices influenced by their peers. As the special educator, my data portrayed the boys as learners who showed great determination. Their reading skills and voices developed in the social constructivist setting of the resource room. We engaged in teacher-student collaboration while they explored their reading and learning. [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 2; Primary Education; Elementary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A