"I Know How to Read and All, but . . .": Disciplinary Reading Constructions of Middle School Students of Color

Autor/inn/en	Neugebauer, Sabina R.; Blair, Elizabeth E.
Titel	"I Know How to Read and All, but . . .": Disciplinary Reading Constructions of Middle School Students of Color
Quelle	In: Journal of Literacy Research, 52 (2020) 3, S.316-340 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neugebauer, Sabina R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X20938780
Schlagwörter	Middle School Students; Early Adolescents; Minority Group Students; Content Area Reading; Urban Schools; Parochial Schools; Low Income Students; African American Students; Hispanic American Students; Reading Motivation; Literacy; Family Environment; Experiential Learning; Authentic Learning; Relevance (Education) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sinnerfassendes Lesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Konfessionsschule; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lesemotivation; Alphabetisierung; Schreib- und Lesefähigkeit; Familienmilieu; Experiental learning; Erfahrungsorientiertes Lernen; Relevance; Relevanz
Abstract	This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students' constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject positions. In particular, this study highlights how teachers' reading activities promoted reading as being about accomplishing a task rather than being apprenticed in ways of taking discipline-specific knowledge from text. When the boundaries between students' home literacy experiences and school disciplinary literacy experiences were more contiguous, and when more meaningful, authentic literacy experiences were provided, students evidenced deeper disciplinary literacy engagement. Educational implications, including troubling disciplinary knowledge to open the disciplines to wider ways of knowing and learning for all learners, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01