Being a "Reader" in New Times: A Case Study Examining the Construction of a Reader in a Ninth-Grade English Class

Autor/in	Gallagher, J. David
Titel	Being a "Reader" in New Times: A Case Study Examining the Construction of a Reader in a Ninth-Grade English Class
Quelle	In: Reading & Writing Quarterly, 28 (2012) 3, S.201-228 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2012.676354
Schlagwörter	Literacy; Grade 9; Reading Skills; English Instruction; Language Arts; Teaching Methods; Reading Instruction; Homework; Classroom Environment; Reading Materials; Ethnography; High School Students; Observation; Interviews; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; School year 09; 9. Schuljahr; Schuljahr 09; Reading skill; Lesefertigkeit; English langauage lessons; Englischunterricht; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Hausaufgabe; Klassenklima; Unterrichtsklima; Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung; Interviewing; Interviewtechnik
Abstract	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.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10