Date of Award

Summer 2021

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Yang Wang

Abstract

This case study research aimed to uncover how adolescent students describe their experiences with reading intervention and what aspects of their school experiences they see as contributing to their reader identity. Previous research done with or about adolescent students in reading intervention programs has demonstrated a need for a deeper understanding of students’ perspectives of reading intervention and its impact on reader identity as well as an understanding of how these interventions position students as learners. Using a case study approach, data was collected with three eighth grade students who have participated in reading intervention programs for more than three years. Students’ perspectives were explored through focus group discussions, individual interviews, and document analysis. Findings showed that the reader identities of these students varied by individual and were dependent upon their relationships with teachers, experiences with literacy, and their position in school and among their academic peers. This study has implications for practice such as how reading intervention programs are structured in the middle grades. Additionally, this study presents implications for future research aimed at understanding the connections between placing students in reading intervention programs and positioning them as struggling readers.

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