Struggle Is Not a Bad Word
Misconceptions and Recommendations About Readers Struggling With Difficult Texts
Bibliographic Data
| ID | 15016299 |
|---|---|
| Authors | Sarah M Lupo (0000-0002-7749-1181, corresponding author), John Z Strong (0000-0002-6007-9115), Kristin Conradi Smith (0000-0003-1681-9419) |
| Year | 2019 |
| Volume | 62 |
| Issue | 5 |
| Pages | 551-560 |
| Publication date | 2019-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.926 |
| OpenAlex | W2899773074 |
| Language | EN |
| Citations received | 4 |
| References cited | 41 |
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendations to improve students’ ability to learn from text and develop reading comprehension. The authors also suggest that teachers should embrace the struggle by providing supportive opportunities for all students to engage with challenging texts with appropriate instructional supports. Comprehension scaffolds include addressing adolescent readers’ knowledge and vocabulary needs, engaging readers in discussion about the text, and motivating and engaging readers with the topic and text throughout the reading experience
Comprehension · Linguistics · Mathematics education · Order (exchange · Pedagogy · Reading (process · Reading comprehension · Reading motivation · Teaching method · Vocabulary · Vocabulary development · Computer Science · Educational Methods and Media Use · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
A path model analysis of preform students’ factors and comprehension strategies on cognitive learning outcomes associated with text comprehension
Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners
How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task
How Youth and Adults With Negative Reading Histories Found a Way to Enjoy Reading
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.
Motivational and Cognitive Predictors of Text Comprehension and Reading Amount
K-W-L
Fluency
Toward a theory of automatic information processing in reading
Dialogic Teaching
Aren't These Boy Books?”
Building Background Knowledge Through Reading
Tapping the Potential of Teacher Read-Alouds in Middle Schools
Using Every Word and Image
Building Bridges for Boys
Measuring Adolescents' Attitudes Toward Reading
Why the “Struggling Reader” Label Is Harmful (and What Educators Can Do About It)
Theories of Failure and the Failure of Theories
Matthew Effects in Reading
Engagement With Young Adult Literature
Just Plain Reading”
Discussion-Based Approaches to Developing Understanding
Funds of knowledge for teaching
Complicating the World of Reading Assessment
| Citations per year | 0.67 |
|---|---|
| Citation span | 2020 - 2024 (5) |
| Highly cited | No |