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- Title
Markers of an "Inclusive" Reading Classroom: Peers Facilitating Inclusion at the Margins of a Fourth Grade Reading Workshop.
- Authors
Coakley-Fields, Mary R.
- Abstract
What are indicators, or markers, of inclusive reading classrooms? As elementary school teachers across the United States are increasingly required to teach reading to diverse, heterogeneous groups of students within the same classroom space, practitioners and researchers seek to identify what constitutes inclusion in reading instruction. This study explores how two fourth-grade friends- one labeled "struggling" and one labeled "average" by normative reading assessments-transgress classroom expectations around quiet, leveled reading behaviors while also facilitating one another's inclusion in the classroom reading community. Combining ethnographic methods and D/discourse analysis, this study explores the dominant cultural Discourses that circulate, and shape local meanings of reading and ability created by the students and teacher. Taking notice of the student's engagement with texts and each other, the focal teacher builds official curricula inspired by their "clandestine" and "transgressive" interactions. Implications from the data suggest that practitioner research, where teachers study student's discourse, could help teachers design more inclusive opportunities for literate engagement.
- Subjects
READING (Elementary); INCLUSIVE education; ELEMENTARY school teachers; FOURTH grade (Education); SCHOOL children; READING ability testing
- Publication
Reading Horizons, 2018, Vol 57, Issue 1, p15
- ISSN
0034-0502
- Publication type
Article