Reading as a Struggle: Challenged Readers Making Meaning from Texts

 
9783639129847: Reading as a Struggle: Challenged Readers Making Meaning from Texts

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.

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About the Author:

Myrtle Irene Welch, Ph.D. is an Assistant Professor at Buffalo State College. Her publication, Reading Pedagogy: The Foundation and Cornerstone for the Expansion of Literacy in Forum on Public Policy: A Journal of the Oxford Round Table (2007), Vol.3,No.1 pp.115-128, Oxford, U.K. cast a framework for students challenge by educational endeavors.

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Book Description Book Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | Challenged Readers Making Meaning from Texts | 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 whoare challenged in this way. Six narratives revealsome of these factors that impede and impel meaningmaking from texts for these six culturally diversestudents. The students spoke of their past, present,and anticipated, future experiences with literacy. Ifound that aliteracy contributes to the delayedemergence of reading for some students who arelabeled struggling readers. Aliteracy represents theability to read but the choice not to read. Sociocultural, sociolinguistic, and socioeconomicfactors contribute to aliteracy and to studentsmaking meaning from texts. | Format: Paperback | Language/Sprache: english | 168 pp. Bookseller Inventory # K9783639129847

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Book Description VDM Verlag Mrz 2009, 2009. Taschenbuch. Book Condition: Neu. Neuware - 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. 168 pp. Englisch. Bookseller Inventory # 9783639129847

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Book Description VDM Verlag Mrz 2009, 2009. Taschenbuch. Book Condition: Neu. Neuware - 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. 168 pp. Englisch. Bookseller Inventory # 9783639129847

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Book Description VDM Verlag. Paperback. Book Condition: New. 168 pages. Dimensions: 8.7in. x 5.9in. x 0.4in.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. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9783639129847

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