Teaching Below Grade-Level Readers in an Urban School in the Absence of Best Practices: Teachers' and Students' Perspectives

Abstract

This study explored teacher--student discourse that occurred during the English Language Arts/Reading-Vocabulary block in order to understand the connection between self-efficacy, motivation, and attitudes of the below-grade level readers in an urban school. The participants for this study were ten second and third grade below grade-level readers and three classroom teachers in a low SES, Midwestern school. Data were collected from participant observations that were video recorded and analyzed using conversational analysis focusing on turn taking (dyadic and multiparty) and the use of questions during reading instruction. Interview and survey data were collected from the students. Interview data were collected from the three teachers. This study found that the discourse taking place during reading instruction did not support best practices for literacy instruction, the teachers perceived the below grade-level teachers differently than the higher readers, the students perceived themselves as good readers despite their low reading levels, and administration did not have literacy supports in place for the teachers or the below grade-level readers. Implications for future research include discourse during small group reading instruction including discourse to promote, influence and guide students in reading; the impact that teacher self-efficacy and student self-efficacy on student achievement; and a study in reading instruction that includes teachers, reading interventionists, and administration to gain a picture of the culture of literacy within high-poverty, low achieving schools.