Literate Identity Development in First Grade: A Cross-Case Analysis of Students with Strong and Emerging Decoding Skills

Autor/inn/en	Moses, Lindsey; Qiao, Xue
Titel	Literate Identity Development in First Grade: A Cross-Case Analysis of Students with Strong and Emerging Decoding Skills
Quelle	In: Journal of Language and Literacy Education, 14 (2018) 2, (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Decoding (Reading); Grade 1; Elementary School Students; Reading Skills; Identification (Psychology); Teaching Methods; Literacy Education; Written Language; Reading Comprehension; Student Characteristics; Student Centered Learning + Suchen Sie Ihr Suchwort? Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Geschriebene Sprache; Leseverstehen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The purpose of this yearlong study was to examine literate identity development of first-grade students in a student-centered, literature-based classroom where meaning making was privileged over decoding skills. This cross-case analysis traced the identity trajectories of two case studies: one student with strong decoding skills (above grade level performance) and one student with emerging decoding skills (below grade level performance). Sociocultural theories provided a framework for the data collection and analysis with an understanding that meaning is co-constructed in situated contexts as children take up literacy practices to participate in identity negotiations. This study utilized a formative design with a pedagogical goal of developing positive literate identities. Discourse analysis was used to analyze and trace the identity trajectories of a strong and emerging decoder over the course of a year. Both students negotiated positive identities by taking up accepted classroom literacy practices. Similarities, differences, and implications for instruction are explored. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01