Publication Date

2006

Document Type

Dissertation/Thesis

First Advisor

Elish-Piper, Laurie

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Literacy Education

LCSH

Reading (Elementary); Middle school students

Abstract

Many young adolescents arrive in middle school unable to proficiently read grade-level and content-area texts. Prior research has examined the characteristics of high, average, low-achieving, and learning-disabled middle school readers. However, this research has provided limited descriptions of what it means to struggle with reading at the middle school level. The current study enhances the research on struggling middle school readers by examining the reading behaviors, self-beliefs, and reading experiences of regular education middle school students who struggle with reading. The participants in this study included four seventhgrade students identified as struggling readers in a middle school setting. Constant comparative analysis of classroom observations, semistructured interviews, a group interview, and document analysis contributed to descriptions that provided four unique portraits of struggling middle school readers. The portraits revealed that some struggling middle school readers act out, tune out, hide out, or work out in response to their lack of engagement and self-concept towards reading.

Comments

Includes bibliographical references (pages [279]-286).

Extent

xiv, 305 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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