The Natural Reading Life: A High-School Anomaly

Sullivan, Anne McCrary

doi:10.2307/818578

Cited by 5 publications

(3 citation statements)

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“…Strommen and Mates (2004) made similar observations but noted that only one of the not readers in their study cited poor reading ability as contributing to his dislike of reading. Moreover, resistant readers frequently stated they had been strong readers in elementary school Reeves;Sullivan, 1991).…”

Section: What Do Adolescents Say About Resistance To Reading?mentioning

confidence: 99%

“…Reeves (2004) noted that all of the resistant readers in her study went to elaborate lengths to avoid assigned reading, and many stated that they could pass tests related to those texts without ever having read the book. Use of study aids (Reeves;Sullivan, 1991) and film versions of school-assigned literature (Reeves) enabled some resistant readers to skip assigned reading and find the time to pursue outof-school reading interests or get by without having to read assigned literature.…”

Section: What Do Adolescents Say About Resistance To Reading?mentioning

confidence: 99%

“…As these statements have demonstrated, a critical thread that emerges from the collective student voice is the desire for agency. Students not only lament the loss of choice of reading material and the loss of control over reading pace (Guthrie & Davis, 2003;Ivey, 1999;Sullivan, 1991) but also want to be seen as capable learners (Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2004). Reeves (2004) made an interesting observation regarding the connection between agency and resistant readers: "Younger people and older people get to choose what to read, only in middle and high school are people's reading choices so controlled" (p. 242).…”

Section: Identitymentioning

confidence: 99%

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Resistance, Struggle, and the Adolescent Reader

Lenters

2006

J Adolescent & Adult Lit

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An important research paradigm applied to the study of adolescent resistance to reading—listening to student voice—has yielded rich information regarding adolescent literacy practices, adolescent agency, and adolescent identity as components of resistance to reading. Instructional perspectives of teachers and researchers also serve to shed light on the phenomenon and provide insight on better understanding the interplay between adolescent resistance to reading and struggle with literacy acquisition. For some teachers, the “problem” with adolescent readers and resistance to reading lies outside their sphere of responsibility or influence; however, adolescent and researcher voices provide a somewhat different perspective. Understanding and addressing the disjuncture becomes particularly important when addressing the instructional needs of struggling adolescent readers: Readers who resist reading risk becoming readers who struggle, and those who already struggle with reading miss important opportunities for improvement through interaction with text. Instructional implications aimed at addressing resistance to in‐school reading are also presented.

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Section: What Do Adolescents Say About Resistance To Reading?mentioning

confidence: 99%

Section: What Do Adolescents Say About Resistance To Reading?mentioning

confidence: 99%