"You're not even reading!" : How one first-grade class negotiated identity and belonging in reading partnerships
Abstract/Contents
- Abstract
- Learning to read is becoming a reader. As children move through first grade, they are not only learning to read, but they are becoming readers. They are learning what it means to read and what a reader does. They are also figuring out what kind of reader they are and are not. These negotiations of meaning and identity are happening within the context of their classroom community and impact students' trajectories as developing readers. This microethnographic study of a racially, linguistically, and socioeconomically diverse first-grade class used discourse analysis to examine such negotiations between and among reading partners. As they read together, the students creatively employed instructional practices, such as reading levels and sounding out words, as part of their identifying practices. They also recognized the authority of some peers while rejecting the authority of others. For one student in particular, this rejection was part of a trajectory of exclusion, which ultimately led to their removal from class reading time. By focusing on the ways that young students are making sense of each other and their reading practices as they are identifying and being identified as readers in a community of reading practice, we can understand and address the ways that these practices privilege some students while excluding others
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2020; ©2020 |
| Publication date | 2020; 2020 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Mozenter, Suki Jones |
|---|---|
| Degree supervisor | Carlson, Janet F |
| Degree supervisor | Martínez, Ramón, 1972- |
| Thesis advisor | Carlson, Janet F |
| Thesis advisor | Martínez, Ramón, 1972- |
| Thesis advisor | Garcia, Antero |
| Thesis advisor | Langer-Osuna, Jennifer |
| Degree committee member | Garcia, Antero |
| Degree committee member | Langer-Osuna, Jennifer |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Suki Jones Mozenter |
|---|---|
| Note | Submitted to the Graduate School of Education |
| Thesis | Thesis Ph.D. Stanford University 2020 |
| Location | electronic resource |
Access conditions
- Copyright
- © 2020 by Suki Jones Mozenter
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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