The authors examined the dimensions of reading engagement for rural ninth-grade students who participated in a supplemental literacy intervention for students who struggled with school-based reading. Using a comparative case study approach, researchers investigated the ways in which engagement was characterized and undermined within the context of the class. Behavioral, motivational, cognitive, and social dimensions of engagement were studied. Findings showed students reported active engagement in reading outside of school and used knowledge and skills as capital in the classroom. Students embodied agency in engaging in or resisting in-class literacy activities as they related to their goals and interests. Implications for supplemental literacy courses are discussed.
|Number of pages||23|
|Journal||Reading and Writing Quarterly|
|State||Published - Jul 3 2020|
Bibliographical noteFunding Information:
This work was supported by the U.S. Department of Education, Office of Elementary and Secondary Education, Grant Number [PR/AWARD NO. S371A0900003].
© 2019, © 2019 Taylor & Francis Group, LLC.
ASJC Scopus subject areas
- Linguistics and Language