The Development of Literate The Development of Literate Identities in Students Identities in Students

Identified as Struggling Identified as Struggling ReadersReaders

Mary-Kate Sableski, Ph.D.Mary-Kate Sableski, Ph.D.University of DaytonUniversity of Dayton

Dayton, OhioDayton, OhioIRA 2008IRA 2008

““Culture constructs disability, as well as ability.” Culture constructs disability, as well as ability.” (Alvermann, 2001, p. 677)(Alvermann, 2001, p. 677)

““The cues of personal identity must always be The cues of personal identity must always be interpreted in the context of the reality of a given interpreted in the context of the reality of a given

social setting” (Angrosino & Mays de Perez, 2000, p. social setting” (Angrosino & Mays de Perez, 2000, p. 682).682).

The ways in which teachers’ perspectives on struggling readers influenced The ways in which teachers’ perspectives on struggling readers influenced students’ identity process was examined in this study to understand the students’ identity process was examined in this study to understand the

connection between the context for instruction and the students’ shifting connection between the context for instruction and the students’ shifting literate identities.literate identities.

The StudyThe Study The purpose of my study was to relate the developing The purpose of my study was to relate the developing

literate identities of students identified as struggling readers literate identities of students identified as struggling readers with the interactions between their teachers during one-to-with the interactions between their teachers during one-to-one tutoring. one tutoring.

What is the perspective of the teacher on the assessment, What is the perspective of the teacher on the assessment, evaluation, and instruction of struggling readers? How does evaluation, and instruction of struggling readers? How does this perspective influence the interactions between teacher this perspective influence the interactions between teacher and student?and student?

What is the nature of the interactions between teachers and What is the nature of the interactions between teachers and students within a one-to-one tutoring program for struggling students within a one-to-one tutoring program for struggling readers?readers?

How do the interactions between the teachers and the How do the interactions between the teachers and the students influence the shifting literate identities of students students influence the shifting literate identities of students identified as struggling readers?identified as struggling readers?

Setting and ParticipantsSetting and Participants

Master’s level reading practicum courseMaster’s level reading practicum course 1 semester of class meetings, 1 semester of 1 semester of class meetings, 1 semester of

tutoring a student struggling with readingtutoring a student struggling with reading 4 teacher-student dyads4 teacher-student dyads 2 32 3rdrd grade teachers, 1 4 grade teachers, 1 4thth grade teacher, 1 6 grade teacher, 1 6thth

grade teachergrade teacher 1 31 3rdrd grade student, 1 4 grade student, 1 4thth grade student, 1 5 grade student, 1 5thth

grade student, 1 7grade student, 1 7thth grade student grade student

MethodologyMethodology

Qualitative collective case studyQualitative collective case study Data collected over a six-month periodData collected over a six-month period Interviews, observations, documents, Interviews, observations, documents,

discussion transcripts (on-line and face-to-discussion transcripts (on-line and face-to-face)face)

Thematic coding, microanalysis, and cross-Thematic coding, microanalysis, and cross-case analysiscase analysis

The CourseThe Course

Assessment-Instruction ProcessAssessment-Instruction Process

AssessmentsAssessments

Literacy Lesson FrameworkLiteracy Lesson Framework

Assessment-Instruction ProcessAssessment-Instruction Process STEP 1: Assessing the LearnerSTEP 1: Assessing the Learner

Gathering background informationGathering background information Formal/Informal Assessments (reading and writing)Formal/Informal Assessments (reading and writing)

STEP 2:Assessing the Reading ContextSTEP 2:Assessing the Reading Context Reading Program (s)Reading Program (s) Match between the reader and the contextMatch between the reader and the context

STEP 3: Reflection, Decision Making, and PlanningSTEP 3: Reflection, Decision Making, and Planning Identifying a better matchIdentifying a better match Evaluation (Where are we? What should come next?)Evaluation (Where are we? What should come next?)

STEP 4: Focusing on InstructionSTEP 4: Focusing on Instruction Diagnostic Teaching: ZPDDiagnostic Teaching: ZPD Continuous Monitoring and ModificationContinuous Monitoring and Modification

STEP 5: ReportingSTEP 5: Reporting Written Case ReportWritten Case Report

AssessmentsAssessments

Qualitative Reading Inventory-IVQualitative Reading Inventory-IV Developmental Spelling AnalysisDevelopmental Spelling Analysis Interest Inventories, Attitude SurveysInterest Inventories, Attitude Surveys WPM, Fluency Scale (Rasinski)WPM, Fluency Scale (Rasinski) Names TestNames Test Yopp-Singer Test of Phoneme SegmentationYopp-Singer Test of Phoneme Segmentation Sight WordsSight Words Slosson Oral Reading TestSlosson Oral Reading Test DIBELSDIBELS

Literacy Lesson FrameworkLiteracy Lesson Framework

Familiar Reading: Familiar Reading: independent level independent level Guided Reading: Guided Reading: instructional levelinstructional level

Before Before introduce book introduce book set a purpose, e.g., predicting, questioning, anticipation guide, etc. set a purpose, e.g., predicting, questioning, anticipation guide, etc.

During During monitor purpose setting monitor purpose setting strategy teaching strategy teaching

After After check predictions, questions, anticipation guide, etc. check predictions, questions, anticipation guide, etc. extension activity extension activity

Writing Activity: Writing Activity: shared/interactive writing process writing shared/interactive writing process writing Word Work: Word Work: word sort making words word sort making words Book Sharing: Book Sharing: teacher reads aloudteacher reads aloud

Teacher-Student InteractionsTeacher-Student Interactions

Point of DifficultyPoint of Difficulty ScaffoldingScaffolding

ModelingModeling

Explicit teachingExplicit teaching

RevoicingRevoicing

Encouraging use of Reading StrategiesEncouraging use of Reading Strategies

Explicit teaching:Used by the teacher to

focus the student’s attention on a point of

difficulty

Noticing

T: “I noticed that you…”

Explaining

T: “The author wrote that because…”

Telling

T: “That word says…”

Jack 12

You got most of these right today, the ones through and thought, but you self corrected yourself, and you said it very quick,

Patrick 3 Uh huh

Jack 4 So it was almost like your mouth said it too quick.

Patrick 5 Uh huh

Jack 6 And I think you got example this time

Patrick 7 Uh huh

Jack 89

Last time you said explain, and this time you did say being again for begin, but look how close those words are, they’re very close.

Patrick 10 Uh huh

Jack 12

How did you know that this word was rinds, because when I first saw it I thought it was rinds (short i).

Patrick 34

Well, because there’s not an e to make the I say its name, and if you think of kinds, it makes the same sound.

Jack 56

Ok, so you saw it, and you said in your mind, it looks just like kinds, so the I says its name.

Patrick 7 Uh huh

Jenny 1234567

Well, the reason I picked this book, like I told you is because it is a nonfiction book, and it has certain things that a nonfiction book contain that are different from a storybook. If we opened up a storybook we probably wouldn’t have a Table of Contents. I’m gonna write this on our chart, nonfiction conventions, and a Table of Contents is one of the terms. Why do you think the author of this book put in a table of contents?

Ethan 89

Um, because if you’re looking for how old they are you can go right to it, because it’s a real story and not a fake.

Jenny 1011121314151617

Ok, so you’re saying that you can look through any of these lists and you might not want to read the whole book, but you could go to say, you said how old they are, so Old Age, and you want to know how old will my guinea pig get, and you run your finger and that’s on page 20 so you can read that. And I have a page here that we’re going to use later on, and it says the Table of Contents is to help the reader find what they are looking for, so I’m gonna write the purpose is to help the reader find key topics in the book.

Ethan 18 (Looks away and rubs eyes.)

Jenny 12

And I turned to this page in the book, and can you remind me from Monday what is this page called?

Ethan 3 Um, the contents.

Jenny 45

Ok, it’s sometimes called the contents, and sometimes it’s also called the table of contents.

Ethan 6 Yeah.

Jenny 7 And why is it important for us to read the table of contents?

Ethan 891011

Um, say you don’t want to read the whole book, say you only want to read, taking infield, you just want to read that, you’re just starting it, you don’t know what positions are what, and your coach says go to first, and you’ll know exactly what to do.

Jenny 12131415

Exactly, you’ve got it, sometimes we’re not interested in reading the whole nonfiction book, we just want specific information, and we want to be able to find it without turning through every single page. Great! You remembered that very well from Monday.

AnimalHow it behaves

What it looks like

Where it lives

Its enemies

ANTICIPATION GUIDEANTICIPATION GUIDE

BEFOREBEFORE TeammatesTeammates by Peter Golenbock by Peter Golenbock AFTERAFTER

AgreeAgree DisagreeDisagree AgreeAgree DisagreeDisagree

1. Staying away from people who are cruel to you is 1. Staying away from people who are cruel to you is a good idea.a good idea.

2. Its fun to be different.2. Its fun to be different.

3. When you are very good at something, people like 3. When you are very good at something, people like you.you.

4. Sometimes one person can make a difference in 4. Sometimes one person can make a difference in the world.the world.

5. If everybody is being cruel to someone, there’s 5. If everybody is being cruel to someone, there’s probably a good reason.probably a good reason.

Student IdentitiesStudent Identities

Resistance to new identities presented by the Resistance to new identities presented by the teachers.teachers.

Students brought their own identities to the Students brought their own identities to the interactions and responded more positively when interactions and responded more positively when these were honored by the teacher.these were honored by the teacher.

Coping CommentsCoping Comments ResistanceResistance CollaborationCollaboration Silenced coping behaviorsSilenced coping behaviors

Ethan 1 Yeah, I got the r and the f confused.

Jenny 2 I like that you can see that when you're writing.

Ethan 34

I just think that r and f are glued together because my friend's birthday is today.

Jenny 5 Who's your friend?

Ethan 67

Cameron - we're taking him to the pool today for his birthday.

Jenny 8 Ok. Ethan continues writing.

Ethan 12

That thing is hard to remember, because you think it has the cuh sound and it has the s sound.

Jenny 34

Yeah, the same thing is true of the g sound, sometimes it says juh and sometimes it says guh.

Jack 1 All right, do you remember what this is here, at the end of the book?

Patrick 2 The glossary

Jack 3 Uh huh, all about the words that you might not know.

Patrick 4 They were in there,

Jack 5 A lot of them were, weren’t there, in the sentences after them.

Patrick 6 And most of them I know.

Jack 78

Well that’s what I was going to ask you, are there any that you don’t know or want to know more about?

Patrick 9 Um, no.

Jack 10 Did you read through all of them?

Patrick 11 I was going to….

Jack 12 Backboard, charging, do you know what charging is?

Patrick 13 Yeah

Jack 14 Ok, what is it?

Patrick 15 Oh, no

Jack 16 Why don’t you read it?

Patrick 17 [Patrick reads the definitions aloud.]

Jack 18 So what does it mean?

Nora 1 Ok, so we have characters, setting, what else?

Matthew 2 He looks at her and shrugs his shoulders.

Nora 345

What else makes up a fiction story, a made up story. What other elements? Maybe when we talk about it in class…

Matthew 6 I don’t know the word.

Nora 7 What is it, even if you don’t know the word?

Matthew 8 I forget.

Nora 9 Totally? OK…

10 Long pause while he thinks

Matthew 11 People’s names.