Julie E Learned
Biographic Data
| ID | 5181992 |
|---|---|
| NAME | Julie E Learned |
| GIVEN NAMES | Julie E |
| FAMILY NAME | Learned |
| SIGNATURE | LEARNED J E |
| AFFILIATIONS | University at Albany, State University of New York |
| ORCID | 0000-0002-6319-5883 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Teachers' perspectives on the structure of reading intervention classes in secondary schools
Placement matters
Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed “struggling” readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have documented how inequity can persist within reading classes. Nevertheless, district mandates or curricular adoptions oft…
Disrupting Secondary Reading Intervention
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediat…
“The Tail Wagging the Dog”
Background/Context High-stakes testing (HST) weaves through the fabric of school life, stretching beyond the test day. Results have consequences for a school's reputation and autonomy, as well as teachers’ evaluations and students’ graduation and morale. Prior research demonstrates the constraining and inequitable effects assessments can have on students’ learning. Purpose/Objective/Research Question/Focus of Study Recently, scholars have called …
Everyone’s Voices Are to Be Heard”
Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as “struggling” can undermine literacy learning. Little research has investigated how “struggling” and “proficient” readers’ interactions with shared classroom contexts may mediate their literacy in similar and different ways. In a school-year-long qualitative study, the first a…
Becoming “Eligible to Matter”
The practice of labeling readers persists in schools even though deficit labels can undermine literacy learning. To understand the literacy experiences of struggling readers, the author conducted a yearlong study in which she shadowed ninth graders across content area classes. This article examines times when youths appeared disengaged because they were experiencing high levels of stress due to, for example, homelessness or hunger. How teachers t…
Feeling Like I'm Slow Because I'm in This Class”
Despite increasing concern about the number of U.S. youths who experience reading difficulty, relatively little research has examined how or why adolescents' literacy skills vary across school spaces. During this school year—long study, I shadowed eight ninth graders identified as struggling readers across content area classes and compared their experiences with those of similar peers who were not labeled as such. I conducted 425 hours of observa…
The Behavior Kids”
Youth readers navigate complex school contexts involving not only different classes, teachers, and texts but also various institutional processes, such as tracking and reading assessment. Yet little research has examined how or why adolescents’ literacy skills vary as youths interact with these myriad contexts across space and time. During this year-long study, I shadowed eight ninth graders identified as struggling readers across content classes…
The Behavior Kids”
Youth readers navigate complex school contexts involving not only different classes, teachers, and texts but also various institutional processes, such as tracking and reading assessment. Yet little research has examined how or why adolescents’ literacy skills vary as youths interact with these myriad contexts across space and time. During this year-long study, I shadowed eight ninth graders identified as struggling readers across content classes…
Everyone’s Voices Are to Be Heard”
Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as “struggling” can undermine literacy learning. Little research has investigated how “struggling” and “proficient” readers’ interactions with shared classroom contexts may mediate their literacy in similar and different ways. In a school-year-long qualitative study, the first a…
Feeling Like I'm Slow Because I'm in This Class”
Despite increasing concern about the number of U.S. youths who experience reading difficulty, relatively little research has examined how or why adolescents' literacy skills vary across school spaces. During this school year—long study, I shadowed eight ninth graders identified as struggling readers across content area classes and compared their experiences with those of similar peers who were not labeled as such. I conducted 425 hours of observa…
Becoming “Eligible to Matter”
The practice of labeling readers persists in schools even though deficit labels can undermine literacy learning. To understand the literacy experiences of struggling readers, the author conducted a yearlong study in which she shadowed ninth graders across content area classes. This article examines times when youths appeared disengaged because they were experiencing high levels of stress due to, for example, homelessness or hunger. How teachers t…
Feeling Like I'm Slow Because I'm in This Class”
Despite increasing concern about the number of U.S. youths who experience reading difficulty, relatively little research has examined how or why adolescents' literacy skills vary across school spaces. During this school year—long study, I shadowed eight ninth graders identified as struggling readers across content area classes and compared their experiences with those of similar peers who were not labeled as such. I conducted 425 hours of observa…
The Behavior Kids”
Youth readers navigate complex school contexts involving not only different classes, teachers, and texts but also various institutional processes, such as tracking and reading assessment. Yet little research has examined how or why adolescents’ literacy skills vary as youths interact with these myriad contexts across space and time. During this year-long study, I shadowed eight ninth graders identified as struggling readers across content classes…
Everyone’s Voices Are to Be Heard”
Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as “struggling” can undermine literacy learning. Little research has investigated how “struggling” and “proficient” readers’ interactions with shared classroom contexts may mediate their literacy in similar and different ways. In a school-year-long qualitative study, the first a…
“The Tail Wagging the Dog”
Background/Context High-stakes testing (HST) weaves through the fabric of school life, stretching beyond the test day. Results have consequences for a school's reputation and autonomy, as well as teachers’ evaluations and students’ graduation and morale. Prior research demonstrates the constraining and inequitable effects assessments can have on students’ learning. Purpose/Objective/Research Question/Focus of Study Recently, scholars have called …
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediat…
Placement matters
Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed “struggling” readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have documented how inequity can persist within reading classes. Nevertheless, district mandates or curricular adoptions oft…
Disrupting Secondary Reading Intervention
Teachers' perspectives on the structure of reading intervention classes in secondary schools
Mathematics education (8 works) · Pedagogy (8 works) · Psychology (8 works) · Literacy (7 works) · Reading and Literacy Development (7 works) · Sociology (6 works) · Linguistics (5 works) · Qualitative research (5 works) · Child Development and Digital Technology (4 works) · Reading (process (4 works)