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

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)285-315
Number of pages31
JournalLiteracy Research and Instruction
Volume54
Issue number4
DOIs
StatePublished - Oct 2 2015

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tutor
comprehension
learning
school grade
ability
teacher
experience
student
time

Keywords

  • elementary
  • ELL
  • qualitative research
  • struggling readers

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

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