NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1005284
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 51
Reader Identity and the Common Core: Agency and Identity in Leveled Reading
Abodeeb-Gentile, Theresa; Zawilinski, Lisa
Language and Literacy Spectrum, v23 p34-45 2013
This article moves beyond the common core and leveled literacy instruction to demonstrate how diverse learners in one fourth grade classroom, challenged teacher authority in an effort to position themselves as capable readers. In doing so, they implored the teachers to consider the social context of reading as an essential component to the ways in which we offer readers opportunities to grow. Readers' identities, were both limited by and grew out of the opportunities pertaining to leveled reading that were made available within the classroom. The vignettes examined contain implications for how a student's sense of agency and reader identity impacts who they are as readers and how they are viewed within the culture of the classroom.
New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A