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ERIC Number: EJ968007
Record Type: Journal
Publication Date: 2012
Pages: 28
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1057-3569
Being a "Reader" in New Times: A Case Study Examining the Construction of a Reader in a Ninth-Grade English Class
Gallagher, J. David
Reading & Writing Quarterly, v28 n3 p201-228 2012
This article presents a case study that examined the ways in which the boundaries of what it meant to be a "reader" were constructed and what counted as reading in a 9th-grade English classroom. Through the examination of 2 literacy practices (i.e., teacher-led shared reading and the reading of school texts outside of school), I explore what it meant to be a reader and how this was constructed in the classroom. In addition, I report on 1 student's sophisticated out-of-school literacy practices, how he actively helped construct what it meant to be a reader, and how he positioned himself within and in opposition to the constructions of being a reader in the classroom. The findings of the study suggest implications for literacy theory and for educators teaching struggling readers. (Contains 1 table and 1 footnote.)
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
Education Level: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A