If Your Horse Is Dead, for God's Sake, Dismount: Shifting the Direction of Our Efforts to Support School-Identified Struggling Readers

Autor/inn/en	Miller, Samuel D.; Massey, Dixie D.
Titel	If Your Horse Is Dead, for God's Sake, Dismount: Shifting the Direction of Our Efforts to Support School-Identified Struggling Readers
Quelle	In: Reading Psychology, 43 (2022) 7, S.477-494 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Samuel D.) ORCID (Massey, Dixie D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2118915
Schlagwörter	Middle School Students; Reading Difficulties; Remedial Reading; Remedial Programs; Summer Schools; Self Control; Goal Orientation; Academic Persistence; Reading Attitudes; Student Attitudes; Tutors; Student Centered Learning; Active Learning + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Leseförderung; Förderprogramm; Summer school; Sommerkurs; Selbstbeherrschung; Zielorientierung; Zielvorstellung; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Förderlehrer; Lehrender; Tutor; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen
Abstract	"If your horse is dead, dismount," is Dakota tribal wisdom that reminds us to do the most obvious thing. In this paper, we describe how middle school students in summer school finally challenged us to 'dismount' from our traditional remedial reading instruction. In our new approach, middle schoolers chose topics for study and shared what they were learning. Ongoing interviews, along with tutor reflections and researcher observations, showed the criticality of students' identities in their topic studies. Pursuing questions that were connected to their identities resulted in self-regulatory behaviors, including goal-setting and persistence. Additionally, students labeled as struggling readers demonstrated a broad range of literate behaviors, including reading, writing, speaking, listening, viewing, and composing. This paper adds to the research that challenges a model of remedial instruction where students are positioned as deficient and instead reframes literacy instruction as a tool for helping students act agentically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01