Responsive pedagogy : Meeting the reading needs of adolescents

Prof Doc Thesis


Godfrey, Cheryl M.. (2019). Responsive pedagogy : Meeting the reading needs of adolescents [Prof Doc Thesis]. Australian Catholic University School of Education https://doi.org/10.26199/acu.8vyqq
AuthorsGodfrey, Cheryl M.
TypeProf Doc Thesis
Qualification nameDoctor of Education
Abstract

Productive engagement in the text-rich curriculum of secondary schooling requires adolescent students to be effective as comprehenders and communicators of information. Students’ enabling skills determine their achievements in consuming and producing text, and experiencing success in school. The demands of increasing complexity in reading materials and tasks as students move into secondary schooling present challenges to their achievement and self-perception, especially for those who struggle as readers.

As these students progress through school they struggle to cope with academic texts in the learning opportunities of schooling. If left unattended, their reading difficulties are likely to associate with effort-retreat and disengagement in learning tasks, and to deepen their perceptions of their own poor performances and capability as poor readers in comparison with those of their peers.

In response to concerns about the reading comprehension and self-perceptions of adolescents whom teachers see as struggling readers, I set out to investigate whether a reading intervention using social networking (RISN), intended to promote comprehension, would assist them. My theoretical framework for the investigation was underpinned by a sociocultural view of reading development in combination with a blending of two models that purport to explain the practices and dimensions of reading, namely, the four reading practices model explicated by Luke and Freebody (1999) and the three dimensional model of literacy theorised by Durrant and Green (2000).

A case study using quantitative and qualitative methods was used to determine the fidelity of the intervention treatment and to examine its impact on students’ reading achievement and self-perceptions as readers. Participants’ reading performance was assessed before, during and following the intervention using a combination of measures, standardised test of reading comprehension and reader self-perception, work samples, classroom observations, student interviews, and teachers’ reflective discussions. Data revealed statistically significant improvements in participants’ reading achievement and in their self-perceptions as readers. Observations by teacher and student participants provided grounding for the context and experiences associated with these changes. These findings are presented, analysed and discussed within the limitations of the study.

Year2019
PublisherAustralian Catholic University
Digital Object Identifier (DOI)https://doi.org/10.26199/acu.8vyqq
Page range1-329
Final version
File Access Level
Open
Output statusPublished
Publication process dates
Deposited29 Apr 2021
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https://acuresearchbank.acu.edu.au/item/8vyqq/responsive-pedagogy-meeting-the-reading-needs-of-adolescents

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