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ERIC Number: ED556870
Record Type: Non-Journal
Publication Date: 2013
Pages: 295
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0771-8
A Sense of Urgency: Transforming the Literate Identities of Students Who Struggle with Learning to Read
Harmon, Melinda R.
ProQuest LLC, Ed.D. Dissertation, University of Kentucky
This Grounded Theory study explored the identity development of four current and two former Reading Recovery students. The study focused on the interactions between self-efficacy, self-regulation and identity as students participated in the Reading Recovery intervention to capture change over time in the identity development of students who initially struggled with learning to read. The research questions for this study were: (a) What perceptions are held by emergent readers as they enter the Reading Recovery intervention? (b) How are Reading Recovery students perceived by others (teachers, parents) as they enter Reading Recovery? (c) How do these initial perceptions change across time? (d) How do these shifting perceptions contribute to the development of a literate identity across time? While students did not always see themselves as struggling readers, findings indicated that both the classroom and intervention teachers saw students as struggling readers as they began the intervention. Differences became apparent in the instructional practices as the classroom teacher focused on low-level skills instruction and used ability grouping. The Reading Recovery teacher supported the development of a problem solving system. The instructional interactions focused on strategy use, control and persistence supported improvements in self-regulation, self-efficacy and identity. A recommendation for practice includes providing professional development to teachers on the connections between literacy learning and identity. Students' perceptions of themselves as literacy learners are of critical importance especially when learning to read. This leads to a recommendation for future research. We need additional research focusing teachers on how the use of ability groupings can influence student's identities as readers and ultimately as learners. Additionally, research that includes identity development framed around learning could support teachers' work with students. Perhaps by focusing teachers' attention to their own learning and evolving identities would support their understanding of learning and identity processes thus supporting their work with children. The ultimate message should be; we change who we are as we learn. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A