Bringing television back to the bedroom: Transactions between a seventh grade struggling reader and her mathematics teacher

Abstract

Abstract This year long case study examined: (a) how a seventh‐grade struggling reader transacted with the reading task demands of her mathematics classroom and (b) how her teacher responded to her in regards to these reading task demands. The results suggest that struggling readers may engage in behaviors that are designed to help others construct specific beliefs about them as readers or students. Teachers may not be aware of the beliefs struggling readers are trying to promote about themselves. While content area teachers may draw on a number of strategies to help improve their students’ reading abilities, the results of this study suggest that such instruction, no mater how effective it is, may not be enough.