Chapter 13. When children don’t learn to read
-
Sandra Jack-Malik
Abstract
Children who learn to read fluently are more likely to experience academic success. Many youngsters however fail to meet literacy, learning outcomes. This chapter describes a study involving children in grade three, labelled as struggling readers. Using narrative inquiry as the research methodology, we worked in partnership with the principal and classroom teacher to co-design a study including a structured literacy intervention. Narrative inquiry methodology was utilized because it supports the collection of rich data (stories). Using the narrative inquiry framework of commonplaces: temporality, sociality and place, the research was designed, lived out, analyzed, and reported. The methodology also provided a framework for dealing with ethical challenges encountered. Our goal was to come alongside children, families and teachers through time to deepen understandings of how they experienced learning to read and reading remediation. We were interested in understanding efforts to shift away from struggling reader identity stories. Included is an overall narrative of the study and participant and researcher stories. Furthermore, researcher and participant artwork and artifacts are embedded because they provide nuances beyond words on the page. We attended a First Nation’s in-community school, two mornings per week over five-months. Our plan had been to conduct the research over a two-year period, following the children from grade three to four. The plan, however, was interrupted by the global pandemic and related restrictions on school access.
Abstract
Children who learn to read fluently are more likely to experience academic success. Many youngsters however fail to meet literacy, learning outcomes. This chapter describes a study involving children in grade three, labelled as struggling readers. Using narrative inquiry as the research methodology, we worked in partnership with the principal and classroom teacher to co-design a study including a structured literacy intervention. Narrative inquiry methodology was utilized because it supports the collection of rich data (stories). Using the narrative inquiry framework of commonplaces: temporality, sociality and place, the research was designed, lived out, analyzed, and reported. The methodology also provided a framework for dealing with ethical challenges encountered. Our goal was to come alongside children, families and teachers through time to deepen understandings of how they experienced learning to read and reading remediation. We were interested in understanding efforts to shift away from struggling reader identity stories. Included is an overall narrative of the study and participant and researcher stories. Furthermore, researcher and participant artwork and artifacts are embedded because they provide nuances beyond words on the page. We attended a First Nation’s in-community school, two mornings per week over five-months. Our plan had been to conduct the research over a two-year period, following the children from grade three to four. The plan, however, was interrupted by the global pandemic and related restrictions on school access.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Reflectivity and reflexivity in qualitative research and scholarship 1
-
Part I. Reflectivity and reflexivity in research
- Chapter 2. Transformative possibilities of autoethnography 22
- Chapter 3. Duoethnography 41
- Chapter 4. Toward an understanding of currere as a research method 61
- Chapter 5. Telling stories matters 80
-
Part II. Reflectivity and reflexivity and Applied Linguistics Research
- Chapter 6. Affordances and limitations of autoethnography as a research method in Applied Linguistics 98
- Chapter 7. The role of duoethnography in critical ELT research 120
- Chapter 8. Currere 139
- Chapter 9. Narrative inquiry in Applied Linguistics Research 152
-
Part III. Reflective and reflexive studies
- Chapter 10. An autoethnography of migration, language, and power dynamics 172
- Chapter 11. Duoethnographic inquiry into translingualism and language teacher identity 188
- Chapter 12. Past, present, and future 206
- Chapter 13. When children don’t learn to read 223
-
Coda
- Chapter 14. Contemporary Applied Linguistics Research 248
- Author index 267
- Subject index 269
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Reflectivity and reflexivity in qualitative research and scholarship 1
-
Part I. Reflectivity and reflexivity in research
- Chapter 2. Transformative possibilities of autoethnography 22
- Chapter 3. Duoethnography 41
- Chapter 4. Toward an understanding of currere as a research method 61
- Chapter 5. Telling stories matters 80
-
Part II. Reflectivity and reflexivity and Applied Linguistics Research
- Chapter 6. Affordances and limitations of autoethnography as a research method in Applied Linguistics 98
- Chapter 7. The role of duoethnography in critical ELT research 120
- Chapter 8. Currere 139
- Chapter 9. Narrative inquiry in Applied Linguistics Research 152
-
Part III. Reflective and reflexive studies
- Chapter 10. An autoethnography of migration, language, and power dynamics 172
- Chapter 11. Duoethnographic inquiry into translingualism and language teacher identity 188
- Chapter 12. Past, present, and future 206
- Chapter 13. When children don’t learn to read 223
-
Coda
- Chapter 14. Contemporary Applied Linguistics Research 248
- Author index 267
- Subject index 269
