Inquiry Into Urban Adolescent Independent Reading Habits: Can Gee's Theory of Discourses Provide Insight?

Students must be welcomed into the dominant Discourses valued in schools and given opportunities to succeed, as each step from a more comfortable primary Discourse may be risking rejection and failure for them.

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Bibliographic Details
Published in:	Journal of adolescent & adult literacy Vol. 52; no. 8; pp. 676 - 685
Main Author:	Knoester, Matthew
Format:	Journal Article
Language:	English
Published:	Oxford, UK Blackwell Publishing Ltd 01.05.2009 International Reading Association International Literacy Association
Subjects:	Academic achievement Adolescents Adult literacy African Americans Asian Americans assessment attitude Books and reading Case Studies Children choice Data Analysis Data collection Discourses early adolescence Educational research Elementary education Essays family Family Environment Grade 5 Group Membership Habits home-school Identity Independent Reading informal interest Interviews intrinsic learner Literacy Literature Mothers motivation ongoing Parent Attitudes parental Parents Parents & parenting Peer Influence Peer Relationship persistence Portfolios Public schools Reading Achievement Reading Attitudes Reading comprehension Reading Habits Reading interests Reading Materials Reading Motivation Reading Tests School districts Secondary school students Secondary schools Social aspects sociocognitive sociocultural socioeconomic Student Attitudes Student Motivation Student Teachers Student teaching Teacher Attitudes Teachers Teaching Methods theoretical topic type Urban Areas United States New York United States > US
ISSN:	1081-3004, 1936-2706
Online Access:	Get full text
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Summary:	Students must be welcomed into the dominant Discourses valued in schools and given opportunities to succeed, as each step from a more comfortable primary Discourse may be risking rejection and failure for them.
Bibliography:	ark:/67375/WNG-4ZJBQ5MN-9 istex:995E8AD7942BFA0994F1142935F73515F47E693E ArticleID:JAAL434 SourceType-Scholarly Journals-1 ObjectType-Commentary-1 content type line 14
ISSN:	1081-3004 1936-2706
DOI:	10.1598/JAAL.52.8.3