More, Faster, Neater: Middle School Students' Self-Assessed Literacy Concerns

Autor/inn/en	Williamson, Thea; LeeKeenan, Kira; Peixoto, Sinélia
Titel	More, Faster, Neater: Middle School Students' Self-Assessed Literacy Concerns
Quelle	In: Journal of Adolescent & Adult Literacy, 64 (2020) 3, S.291-300 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williamson, Thea) ORCID (LeeKeenan, Kira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1092
Schlagwörter	Middle School Students; Self Evaluation (Individuals); Reading Difficulties; Summer Programs; Student Attitudes; Literacy; Reading Rate; Reading Achievement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Sommerkurs; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseleistung
Abstract	We explored how a group of 105 diverse middle-school students self-assessed their work as readers and writers during a summer enrichment program. Findings from the study revealed hauntings related to youth perceptions of language and literacy, evidence of a ghostly presence of standard language ideology. In the self-assessments, youth discussed speed and volume, in addition to surface features of language, more frequently than meaning-related aspects of literacy. These findings indicate the persistence of traditional definitions of literacy and thus the need for teaching that disrupts narrow understandings about the nature of reading, writing, and language. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01