After-School Literacy Engagements with Struggling Readers

Autor/inn/en	Piazza, Susan V.; Duncan, Lonnie E.
Titel	After-School Literacy Engagements with Struggling Readers
Quelle	In: Reading & Writing Quarterly, 28 (2012) 3, S.229-254 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2012.676363
Schlagwörter	Student Empowerment; Urban Schools; Reading Achievement; After School Programs; At Risk Students; Adolescents; Reading Difficulties; Reading Programs; Case Studies; African American Students; Males; Culturally Relevant Education; Reading Instruction; Student Motivation; Learner Engagement; Tutoring + Suchen Sie Ihr Suchwort? Studienberechtigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Case study; Fallstudie; Case Study; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Leseunterricht; Schulische Motivation; Förderkonzept; Nachhilfeunterricht
Abstract	Parental incarceration, poverty, urban violence, and drug use can be underlying factors of academic achievement gaps between Black urban males and their counterparts. These risk factors have the potential to position low-income urban students as struggling readers. Two qualitative case studies obtained from a larger mixed methods study illustrate exemplary after-school literacy engagements with Black urban adolescent males, each with an incarcerated parent. Two researchers, a counseling psychologist and a teacher educator, collaborated to create a strengths-based after-school program with culturally relevant literacy instruction as their primary objective. The 2 case study findings reveal the complexities of choosing culturally relevant texts, the need for motivation and engagement in order to build skills, and the fact that relationships are essential in the delivery of culturally responsive literacy instruction. The article concludes with recommendations for teachers working with at-risk Black adolescent males that focus on student empowerment, academic success, and building successful futures. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10