Case Study of a Middle School Reader Attending a Separate Reading Class

Despite the prevalence of separate reading classes in middle-level schools across the country, there is much debate about the effectiveness of these courses. Many researchers advocate content-area literacy or interdisciplinary teaming instead, claiming that students do not transfer the skills they learn in reading classes to other subjects. This qualitative case study of one middle school student is an intensive description of a biracial Navajo and Piute teenager who attended a separate reading class. The case study looked at three specific areas of the student's reading in regards to this class: comprehension, motivation, and perception. The student did not transfer the skills he learned in this class to his content areas, nor did he change his at-home reading and writing practices while participating in this class.

Name thesis:degree_name

MA

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Wilson, Amy A.

• content-area literacy
• reading class
• Teacher Education and Professional Development

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/775

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-1774