TY - JOUR
T1 - Learning to Construct Meaning From Text
T2 - A Case Study of the Relationship Between a Tutor and an English Learner Within a Response to Intervention Setting
AU - Jaeger, Elizabeth L.
N1 - Publisher Copyright:
Copyright © Association of Literacy Educators and Researchers.
PY - 2015/10/2
Y1 - 2015/10/2
N2 - This case study describes the ways in which Sam, an English learner with weak comprehension, grew as a reader, student, and friend during his fourth grade year. Using the Interactive Model of Reading (Dis)ability and the RAND model of comprehension as a frame, Sam’s experience in a Tier 2/3 tutorial program is examined. Over time, Sam (1) engaged more fully in tasks that required him to construct meaning, (2) found a range of texts that sustained his interest, (3) formed bonds with peers and teachers, and (4) viewed himself as a strategic and successful, rather than a struggling, reader. When provided with a program that was responsive to his unique needs, within an environment characterized by a caring relationship with his tutor, Sam’s reading improved.
AB - This case study describes the ways in which Sam, an English learner with weak comprehension, grew as a reader, student, and friend during his fourth grade year. Using the Interactive Model of Reading (Dis)ability and the RAND model of comprehension as a frame, Sam’s experience in a Tier 2/3 tutorial program is examined. Over time, Sam (1) engaged more fully in tasks that required him to construct meaning, (2) found a range of texts that sustained his interest, (3) formed bonds with peers and teachers, and (4) viewed himself as a strategic and successful, rather than a struggling, reader. When provided with a program that was responsive to his unique needs, within an environment characterized by a caring relationship with his tutor, Sam’s reading improved.
KW - ELL
KW - elementary
KW - qualitative research
KW - struggling readers
UR - http://www.scopus.com/inward/record.url?scp=84938902485&partnerID=8YFLogxK
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U2 - 10.1080/19388071.2015.1062942
DO - 10.1080/19388071.2015.1062942
M3 - Article
AN - SCOPUS:84938902485
SN - 1938-8071
VL - 54
SP - 285
EP - 315
JO - Literacy Research and Instruction
JF - Literacy Research and Instruction
IS - 4
ER -