ERIC Number: EJ855109
Record Type: Journal
Publication Date: 2009-Sep
Abstractor: As Provided
Reference Count: 14
What Can New Literacy Studies Offer to the Teaching of Struggling Readers?
Compton-Lilly, Catherine F.
Reading Teacher, v63 n1 p88-90 Sep 2009
A case study of one student is used to explore three instructional approaches that draw teachers' attention to reading as a social experience that involves culture and identity. These approaches draw on New Literacy Studies, children's media practices, and critical race theory and provide insights on how to better serve struggling readers.
Descriptors: Social Experience, Teaching Methods, Reading Difficulties, Reading Instruction, Literacy Education, Theories, Grade 1, Writing Instruction, Multiracial Persons, Racial Differences, Individual Instruction, Racial Identification, Media Adaptation, Reading Teachers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A