ERIC Number: EJ1071235
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Learning to Construct Meaning from Text: A Case Study of the Relationship between a Tutor and an English Learner within a Response to Intervention Setting
Jaeger, Elizabeth L.
Literacy Research and Instruction, v54 n4 p285-315 2015
This case study describes the ways in which Sam, an English learner with weak comprehension, grew as a reader, student, and friend during his fourth grade year. Using the Interactive Model of Reading (Dis)ability and the RAND model of comprehension as a frame, Sam's experience in a Tier 2/3 tutorial program is examined. Over time, Sam (1) engaged more fully in tasks that required him to construct meaning, (2) found a range of texts that sustained his interest, (3) formed bonds with peers and teachers, and (4) viewed himself as a strategic and successful, rather than a struggling, reader. When provided with a program that was responsive to his unique needs, within an environment characterized by a caring relationship with his tutor, Sam's reading improved.
Descriptors: Case Studies, Correlation, Literacy, English Language Learners, Elementary School Students, Grade 4, Tutorial Programs, Peer Relationship, Teacher Student Relationship, Caring, Tutors, Reading Materials, Learner Engagement, Reading Improvement, Qualitative Research, Critical Reading, Measures (Individuals), Observation, Chinese Americans, Males
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A
Grant or Contract Numbers: N/A