Learning to Construct Meaning From Text: A Case Study of the Relationship Between a Tutor and an English Learner Within a Response to Intervention Setting

被引：4

作者：

Jaeger, Elizabeth L. ^{[1
]}

机构：

[1] Univ Arizona, Tucson, AZ 85721 USA

来源：

LITERACY RESEARCH AND INSTRUCTION | 2015年 / 54卷 / 04期

关键词：

elementary; ELL; qualitative research; struggling readers;

D O I：

10.1080/19388071.2015.1062942

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：285 / 315

页数：31

共 17 条

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