Tom and Joshua: Perceptions, Conceptions and Progress in Meaning-Based Reading Instruction

Abstract

Tom and Joshua were two engaging seven-year-old boys whom I came to know during a year-long study in Kathrin Grant's second-grade class.1 They were both bright, verbal children with no diagnosed learning disabilities, but they both began the year well below grade level in reading ability. At the beginning of the year, neither read independently during silent reading time or chose to read recreationally outside of class. Both had a history of getting into trouble at school during first grade. Both lived with mothers who were single parents and struggling economically. By all the usual indicators, Tom and Joshua were both "at-risk" for reading

The Relationship Between Students’ Reading Orientations and their Strategic Activity During a Collaborative Reading Task

“…The four attributes included in these vignettes were selected based on informal interviews with fifth-grade students in one of our participating schools. These attributes are also consistent with conceptions of reading described in the previous studies we reviewed (e.g., Knapp, 2002;Meyers & Paris, 1978;Rasinski & DeFord, 1988).…”

“…More recently, Knapp (2002) conducted a case study of two at-risk readers in a second-grade classroom. One of the students began the year seeing reading as an activity that "could generate knowledge and transform thought" (p. 92).…”

“…As suggested by the case study literature (Bondy, 1990;Borko & Eisenhart, 1986;Knapp, 2002;Rasinski & DeFord, 1988), it may be that one's experiences with literacy activities at home and school lead to the development of a particular view of what counts as successful reading. Concurrently, these experiences may promote the development of a strategic repertoire that enhances reading achievement while interacting reciprocally with one's view of reading.…”