Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions

Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions

Bibliographic Details
Main Author: Grigorenko, Margaret Crook
Language:English
Published: The Ohio State University / OhioLINK 2010
Subjects:
Literacy
Struggling Readers
Peer Interaction
Reading-Research
Middle-Childhood
Microethnographic
discourse analysis
Sociolinguistics
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu12671312232021-08-03T05:58:46Z Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions Grigorenko, Margaret Crook Literacy Struggling Readers Peer Interaction Reading-Research Middle-Childhood Microethnographic discourse analysis Literacy Sociolinguistics This study investigates how students in third-, fourth- and fifth-grade classes at a rural school are socially constituted as “struggling readers,” and how this social status impacts reading achievement. It examines the ways that some students are positioned as inferior readers in relation to their classmates during peer-to-peer literacy events. Findings show that students take up the positioning and develop ways of acting in relation to reading and other students. As individuals in the social group come to understand the position they occupy within a social space, they take on attitudes, dispositions and practices – a habitus - that over time becomes relatively durable by becoming naturalized and expected by both the student and others in his or her social space. Findings show that the label and position of “struggling reader” has consequences for the student’s academic achievement, social relationships and emotional well-being.Building on theoretical work in sociolinguistic ethnography, New Literacy Studies, discourse analysis and educational research examining the use of language in classrooms, this study uses microethnographic discourse analysis to generate grounded theoretical constructs related to how students in the middle childhood age range are socially constituted as struggling readers. Findings indicate that the organization of literacy instruction creates social spaces where students hierarchically position one another in peer-to-peer interactions based on definitions of reading and knowledge and on reading assessments used by the school system. Students take up and adopt a habitus that fulfills the expectations of the assigned social position. Findings show that conceptions of time are implicated in constituting a struggling reader. As the group creates a set of collective memories and develops a narrative related to a student’s future based on literacy ability, the student’s inferior social position becomes naturalized and impacts their relations with members of their community and their self-esteem. 2010-08-20 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223 http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Literacy
Struggling Readers
Peer Interaction
Reading-Research
Middle-Childhood
Microethnographic
discourse analysis
Literacy
Sociolinguistics
spellingShingle Literacy
Struggling Readers
Peer Interaction
Reading-Research
Middle-Childhood
Microethnographic
discourse analysis
Literacy
Sociolinguistics
Grigorenko, Margaret Crook
Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions
author Grigorenko, Margaret Crook
author_facet Grigorenko, Margaret Crook
author_sort Grigorenko, Margaret Crook
title Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions
title_short Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions
title_full Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions
title_fullStr Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions
title_full_unstemmed Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions
title_sort socially constituting middle childhood students as struggling readers in peer interactions
publisher The Ohio State University / OhioLINK
publishDate 2010
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223
work_keys_str_mv AT grigorenkomargaretcrook sociallyconstitutingmiddlechildhoodstudentsasstrugglingreadersinpeerinteractions
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