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Cited by 76Reading and Literacy DevelopmentTeacher Education and Leadership StudiesLiteracy and Educational Practices

The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index.

The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction

Hall, Leigh A.·2010·Teachers College Record: The Voice of Scholarship in Education
DOI 10.1177/016146811011200708
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Abstract

Background/Context The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers’ comprehension abilities can be improved if their subject-matter teachers provide them with appropriate skill and strategy instruction, as well as regular opportunities to read and discuss texts. However, struggling readers may choose not to apply the reading skills they have been taught and may approach reading tasks in ways that they know prevent them from learning content and that marginalize their abilities to grow as readers. Purpose/Objective/Research Question/Focus of Study The multiple case study presented here was intended to explore how middle school struggling readers and their content-area teachers made decisions about how to work with classroom reading tasks and each other over a period of one academic year. A case study approach allowed for the actions that took place to be closely documented. Theories of identity, including models of identity, identity capital, and discursive identity, framed the analysis for this study and were used to interpret the research questions. The research questions were: (1) How do middle school teachers interact with struggling readers in relation to the reading task demands of their classrooms? (2) How do middle school struggling readers interact with the reading task demands of their content-area classrooms? Setting This study took place in one sixth-grade social studies classroom, one seventh-grade mathematics classroom, and one eighth-grade science classroom. Population/Participants/Subjects The participants were: (a) Sarah and Mrs. O'Reilly in sixth grade, (b) Nicole and Mrs. Harding in seventh grade, and (c) Alisa and Mrs. Baker in eighth grade. Research Design This was a descriptive year-long multiple case study. Data sources included biweekly observations, questionnaires, interviews, and graded class work. Findings Teachers’ interactions with struggling readers were based on (a) their models of identity for what it meant to become a good reader and (b) the discursive identities they created for their students based on their models of identity. Students’ interactions with classroom reading tasks were based on (a) how they identified themselves as readers and (b) their goal to prevent their peers, teachers, or family members from constructing a discursive identity of them as poor readers.

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Research works printed but not linked: 16

  1. Brozo W., 1991, Journal of Reading, 33, 324
  2. LeCompte M. D., 1993, Ethnography and qualitative design in educational research, second edition.
  3. Lin A. M., 2008, Problematizing identity: Everyday struggles in language, culture, and education, 199
  4. Moje E., 2007, Reframing sociocultural research on literacy: Identity, agency, and power, 15
  5. National Assessment of Educational Progress., 2004, Long-term trend.
  6. National Assessment of Educational Progress., 2007, reading assessment results.
  7. O'BrienD. (2006). “Struggling” adolescents’ engagement in multimediating: Countering the institutional construction of incompetence. In AlvermannD. E., HinchmanK. A., MooreD. W., PhelpsS. F. & WaffD. R. (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed., pp. 29–46). Mahwah, NJ: Erlbaum.
  8. Palinscar A. S., 2001, Cognition and instruction: 25 years of progress, 152
  9. Reed J., 2004, Adolescent literacy research and practice, 251
  10. Ruddell M., 2002, Journal of Adolescent and Adult Literacy, 45, 352
  11. Skeggs B., 2008, Problematizing identity: Everyday struggles in language, culture, and education, 35
  12. TatumA. (2006). Adolescents’ multiple identities and teacher professional development. In AlvermannD. E., HinchmanK. A., MooreD. W., PhelpsS. F. & WaffD. R. (Eds.), Reconceptualizing the literacies in adolescents’ lives (2nd ed., pp. 65–79). Mahwah, NJ: Erlbaum.
  13. Wallbrown F., 1991, Reading Improvement, 18, 226
  14. Williams M., 2001, Journal of Adolescent and Adult Literacy, 44, 588
  15. WolcottH. (2005). The art of fieldwork (2nd ed.) New York: Altamira Press.
  16. YinR. (2002). Case study research design and methods (3rd ed.). Thousand Oaks, CA: Sage.

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Metadata

Authors
Hall, L. A.
Affiliations
University of North Carolina at Chapel Hill (US)
Corresponding author
Hall, Leigh A.
Venue
Teachers College Record: The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2010-07
Volume
112
Issue
7
Pages
1792-1829
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1177/016146811011200708
OpenAlex
W1883383473
Cited by
76
References
46
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2023: 3 · 2022: 6 · 2021: 4 · 2020: 14 · 2019: 6 · 2018: 5 · 2017: 7 · 2016: 7 · 2015: 4 · 2014: 4 · 2013: 1 · 2012: 8
FWCI
6.14
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Literacy and Educational Practices
Keywords
struggling readers, identity theory, discursive identity, identity capital, junior high school students, content teachers, reading instruction, teacher-student relationship, reading comprehension, social studies, mathematics

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