Reading as a Struggle
Challenged Readers Making Meaning from Texts
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When culturally diverse and economically deprivedstudents do not excel in school, discourses aboutstruggling readers, about abilities and disabilities,and about teacher preparedness and effectiveness areamong the factors that are considered. My bookshifts the label struggling reader away fromstudents and positions students as being challengedby making meaning from texts and by the educationalendeavors instead of, basically, struggling to read. It positions reading as the struggle and not thereaders as strugglers. I investigated the factorsthat impede and impel meaning making for students whoar...
When culturally diverse and economically deprived
students do not excel in school, discourses about
struggling readers, about abilities and disabilities,
and about teacher preparedness and effectiveness are
among the factors that are considered. My book
shifts the label struggling reader away from
students and positions students as being challenged
by making meaning from texts and by the educational
endeavors instead of, basically, struggling to read.
It positions reading as the struggle and not the
readers as strugglers. I investigated the factors
that impede and impel meaning making for students who
are challenged in this way. Six narratives reveal
some of these factors that impede and impel meaning
making from texts for these six culturally diverse
students. The students spoke of their past, present,
and anticipated, future experiences with literacy. I
found that aliteracy contributes to the delayed
emergence of reading for some students who are
labeled struggling readers. Aliteracy represents the
ability to read but the choice not to read.
Sociocultural, sociolinguistic, and socioeconomic
factors contribute to aliteracy and to students
making meaning from texts.
students do not excel in school, discourses about
struggling readers, about abilities and disabilities,
and about teacher preparedness and effectiveness are
among the factors that are considered. My book
shifts the label struggling reader away from
students and positions students as being challenged
by making meaning from texts and by the educational
endeavors instead of, basically, struggling to read.
It positions reading as the struggle and not the
readers as strugglers. I investigated the factors
that impede and impel meaning making for students who
are challenged in this way. Six narratives reveal
some of these factors that impede and impel meaning
making from texts for these six culturally diverse
students. The students spoke of their past, present,
and anticipated, future experiences with literacy. I
found that aliteracy contributes to the delayed
emergence of reading for some students who are
labeled struggling readers. Aliteracy represents the
ability to read but the choice not to read.
Sociocultural, sociolinguistic, and socioeconomic
factors contribute to aliteracy and to students
making meaning from texts.
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