Keywords
literacy intervention, struggling students, secondary English instruction
Abstract
By mid-January, Leah (all names are pseudonyms), a first-year high school English teacher, recognized the need to provide more support for students struggling to meet state reading and writing standards. In spite of her efforts to support students’ literacy development by working from a dialogical stance that brings English content into dialogue with students’ lives (Fecho, 2011), some of her students were still not passing the statewide assessments. Leah shared her concerns with a veteran teacher who told her that he employed a remediation practice common at their school, which required students earning Ds or Fs to participate in additional instruction during the 20-minute flextime before lunch.
Original Publication Citation
"Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction.” Journal of Adolescent and Adult Literacy 63.3 (2019): 289-297. (with Trevor Stewart, Bob Fecho and Todd Hawley)
BYU ScholarsArchive Citation
Stewart, Trevor Thomas; Coombs, Dawan; Fecho, Bob; and Hawley, Todd, "Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction" (2019). Faculty Publications. 9616.
https://scholarsarchive.byu.edu/facpub/9616
Document Type
Peer-Reviewed Article
Publication Date
2019
Publisher
Journal of Adolescent and Adult Literacy
Language
English
College
Humanities
Department
English
Copyright Status
© 2019 International Literacy Association
Copyright Use Information
http://lib.byu.edu/about/copyright/