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The Development of Literate Identities in Students Identified As Struggling Readers

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The Development of Literate Identities in Students Identified As Struggling Readers THE DEVELOPMENT OF LITERATE IDENTITIES IN STUDENTS IDENTIFIED AS STRUGGLING READERS DISSERTATION Presented in Partial Fulfillment for the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Mary Catherine Sableski, B.S., M.S. * * * * * The Ohio State University 2007 Dissertation Committee: Professor Patricia Scharer, Advisor Approved by: Professor David Bloome Professor Emily Rodgers ______________________________ Advisor College of Education Copyright by Mary Catherine Sableski 2007 ABSTRACT The development of literate identity within academic contexts is influenced by a variety of factors, one of which is the interactions between teachers and students. For struggling readers, literate identity is also influenced by the assigning of a label based on a lack of reading skills. The purpose of this study was to examine the influence of the interactions between teachers and students within a summer one-to-one tutoring situation on the identity development of students identified as struggling readers. The summer one-to-one tutoring program was part of a master’s level course on assessment and evaluation of reading difficulties at a Midwestern university. A qualitative multi-case study approach was used to collect and analyze data. Data were collected over a 6-month period and included observations of tutoring sessions, interviews of both teachers and students, work samples from teachers and students, transcripts of both in-class and on- line university class discussions, and observations and interviews of the students and their new teachers in the fall. Data analysis included thematic coding and microanalysis and revealed two types of interactions between the teachers and the students: those at the point of difficulty and the asking of questions by the teacher. At the point of difficulty, the teachers interacted ii with the students to scaffold instruction and to teach the use of reading strategies. Teachers asked questions using various forms, and the forms used reflected the teaching style that they relied upon. These interactions influenced the students’ literate identities over the course of the study. The teachers’ perspectives on the assessment, evaluation, and instruction of struggling readers played a role in the types of interactions that occurred. Students responded to the teachers using resistance and coping behaviors. Resistance occurred when the interactions did not match students’ existing literate identities, and coping behaviors occurred when the students reached points of difficulty that challenged their literate identities. When students’ coping behaviors were acknowledged by the teachers, students were able to use them to maintain existing literate identities, while resistance was not a successful means of inserting previous literate identities into the interactions. These findings demonstrate that students bring literate identities to academic interactions from previous contexts, and the extent to which these identities are honored by their teachers has implications for the development of their literate identities. Struggling readers who find their literate identities reflected within academic interactions are better able to resolve their previous literate identities with the ones presented to them by their teachers. iii Dedicated to my parents, Jack and Mary Kay Geraghty, my husband, Matt, and my children, Annie, Patrick, and Nora… my inspirations and my roots. iv ACKNOWLEDGMENTS As I finish this dissertation, I find myself overwhelmed by the support I have received from so many. Without the following people, I would not have been able to take even a single step on this journey. My advisor, Dr. Patricia Scharer, provided advice that was critical, kind, and perfectly timed. This dissertation is a work I am proud of because of her patience, dedication, and mentorship. Dr. David Bloome, Dr. Emily Rodgers, Dr. Barbara Kiefer, and Dr. Janet Hickman also provided valuable insights along the way. From each of you, I have learned so much. I hope that I am able to emulate your values of hard work and scholarship in my own career. To my colleagues, especially Jackie Arnold, who took this journey with me, thank you for your friendship and professional partnership. Dr. Patricia Grogan, Dr. Patricia Hart, and Dr. Kathryn Kinnucan-Welsch mentored me through this process, each in her own way. I am indebted to them for all the ways in which they supported me towards this goal. The teachers and students who are the focus of this study deserve my deepest thanks. In allowing me into their tutoring sessions, they allowed me into their lives. Their dedication and hard work provided me with rich data to examine, and this study would not have been possible without their participation. v To Tom and Patty Sableski, my mother and father-in-law, thank you for your patience and unwavering support of my endeavor. The hours of babysitting put my mind at ease, knowing my children were with someone who loved them as much as I do. You are both inspirations to me of what it means to be an educator. To my mom and dad, Jack and Mary Kay Geraghty…where do I begin? Thank you for raising me to value and trust in my own abilities, for being there from the very beginning and at every step along the way to this goal. Your support came in so many forms, from babysitting to books to listening ears. Along with my sisters, Terri and Kathy, and their families, all of you provide love, support, and understanding that I can find nowhere else but home. Thank you for being the constant I have always needed in my life. My children have never known life without Mommy working on her Ph.D. Annie and Patrick spent their infancy being read books and articles from my coursework, and Nora spent hers at my feet, with books and toys surrounding her, while I surrounded myself with data. The lessons I have learned from this process will surely make me a better mother. I thank them for distracting me and keeping me grounded in what is really important in life. In thanking my husband, Matt, I find myself at a loss for words. He did all the right things at all the right times – listened, walked away, offered opinions, or just nodded his head knowingly. He was able to keep our household running while I worked, making me feel like I still had some control over things when this was clearly not the case. I consider myself extremely lucky to have found such a wonderful man to spend my life with, and I am thrilled to give him and our children the gift of a completed dissertation! vi VITA May 8, 1976………………………………..Born - La Grange, Illinois 1998………………………………………..B.S. in Education Elementary and Special Education University of Dayton Dayton, Ohio 1998-2000………………………………….Middle School Multi-handicapped Teacher, Valley View Local Schools, Germantown, Ohio 2000-2001…………………………………Graduate Assistant School of Education University of Dayton Dayton, Ohio 2001………………………………………..M.S. in Education (Literacy) University of Dayton Dayton, Ohio 2001-2002…………………………………Teacher-in-Residence School of Education University of Dayton Dayton, Ohio 2002-2004…………………………………6th grade Teacher English/Language Arts Van Buren Middle School Kettering, Ohio 2002-2007…………………………………Adjunct Faculty School of Education University of Dayton Dayton, Ohio vii PUBLICATIONS Arnold, J.M., & Sableski, M.K. (2007). Charles Judd: His contributions to the field of reading. In S. E. Israel & E. J. Monaghan (Eds.), Reading pioneers: Historical accounts of earlier, outstanding contributions to the field of reading (pp. 101- 118). Newark, DE: International Reading Association. FIELDS OF STUDY Major Field: Education Studies in Reading, Children’s Literature, and Research Methodology viii TABLE OF CONTENTS Page Abstract............................................................................................................................... ii Dedication.......................................................................................................................... iv Acknowledgments................................................................................................................v Vita.................................................................................................................................... vii List of Tables .....................................................................................................................xv List of Figures................................................................................................................. xvii Chapters: 1. Framing the Study...........................................................................................................1 Introduction....................................................................................................................1 Struggling Readers and Identity.....................................................................................3 Importance of Language to Identity...............................................................................6 Statement and Significance of the Problem...................................................................9 Purpose of the Study ....................................................................................................11 Research Questions......................................................................................................12 Definition of Terms......................................................................................................13 Summary......................................................................................................................14
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