Resistance, Struggle, and the Adolescent Reader

Autor/in	Lenters, Kimberly
Titel	Resistance, Struggle, and the Adolescent Reader
Quelle	In: Journal of Adolescent & Adult Literacy, 50 (2006) 2, S.136-146 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.50.2.6
Schlagwörter	Stellungnahme; Adolescents; Reader Text Relationship; Reading Interests; Reading Attitudes; Reading Motivation; Reading Ability; Reading Difficulties; Learner Controlled Instruction; Resistance (Psychology); Role; Consciousness Raising; Context Effect; Relevance (Education); Personal Autonomy; Literature Appreciation + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseinteresse; Reading behavior; Rading behaviour; Leseverhalten; Lesemotivation; Reading competence; Lesekompetenz; Reading difficulty; Leseschwierigkeit; Resistenz; Rollen; Bewusstseinsbildung; Relevance; Relevanz; Individuelle Autonomie; Literarische Wertung
Abstract	An important research paradigm applied to the study of adolescent resistance to reading--listening to student voice--has yielded rich information regarding adolescent literacy practices, adolescent agency, and adolescent identity as components of resistance to reading. Instructional perspectives of teachers and researchers also serve to shed light on the phenomenon and provide insight on better understanding the interplay between adolescent resistance to reading and struggle with literacy acquisition. For some teachers, the "problem" with adolescent readers and resistance to reading lies outside their sphere of responsibility or influence; however, adolescent and researcher voices provide a somewhat different perspective. Understanding and addressing the disjuncture becomes particularly important when addressing the instructional needs of struggling adolescent readers: Readers who resist reading risk becoming readers who struggle, and those who already struggle with reading miss important opportunities for improvement through interaction with text. Instructional implications aimed at addressing resistance to in-school reading are also presented. (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10