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ERIC Number: EJ1116484
Record Type: Journal
Publication Date: 2016-Oct
Pages: 39
Abstractor: As Provided
ISSN: ISSN-0002-8312
"The Behavior Kids": Examining the Conflation of Youth Reading Difficulty and Behavior Problem Positioning Among School Institutional Contexts
Learned, Julie E.
American Educational Research Journal, v53 n5 p1271-1309 Oct 2016
Youth readers navigate complex school contexts involving not only different classes, teachers, and texts but also various institutional processes, such as tracking and reading assessment. Yet little research has examined how or why adolescents' literacy skills vary as youths interact with these myriad contexts across space and time. During this year-long study, I shadowed eight ninth graders identified as struggling readers across content classes. Data sources included 425 hours of observations, 64 interviews, assessments, and school records and artifacts. Analysis showed that participants' interactions with interrelated institutional contexts for reading intervention and school discipline tended to position students as deficient readers and deviant youths regardless, sometimes, of engaged, skillful reading. Findings have implications for the reconstruction of secondary literacy contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A