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ERIC Number: EJ1071235
Record Type: Journal
Publication Date: 2015
Pages: 31
Abstractor: As Provided
ISSN: ISSN-1938-8071
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A