Reading in "Purgatory": Tactical Literacies in a Remedial Reading Class

Autor/in	Masterson, Jessica E.
Titel	Reading in "Purgatory": Tactical Literacies in a Remedial Reading Class
Quelle	In: Reading Research Quarterly, 57 (2022) 1, S.91-109 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masterson, Jessica E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.373
Schlagwörter	High School Students; Remedial Reading; Literacy; Student Attitudes; High Stakes Tests; Reading Tests; Minority Group Students; Reading Strategies; Learner Engagement + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseförderung; Alphabetisierung; Schreib- und Lesefähigkeit; Schülerverhalten; Lesetest; Reading strategy; Leselernstufe; Lesetechnik
Abstract	I detail findings from an ethnographic study of a high school remedial reading class, with a particular focus on students' perceptions of what it means to be literate and how their mandatory enrollment in the course impacted their identities. Compounding students' experiences was the existence of a high-stakes reading examination that all students in the district must pass to graduate high school. Findings describe the contrast between school literacies that students learn in class and their own literate practices, which neither youth nor their teacher recognized as literacies, as well as the functioning of the remedial reading class as a sort of "purgatory" that holds and segregates students, the majority of whom are students of color and/or from marginalized socioeconomic backgrounds, for semesters on end. Still, students employed tactical literacies to subvert the teacher's directives and reclaim their time. These findings suggest that common approaches to remediation may be a cause of youth disinterest in reading and that youth literacies may be leveraged in service of broader literacy goals, although the school must first acknowledge them. (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