Bilingual and Literacy Studies Faculty Publications and Presentations
Document Type
Article
Publication Date
9-28-2018
Abstract
Although a subskills approach to reading instruction is merited in improving the reading skills of struggling readers, struggling readers also benefit from balanced literacy instruction. An overemphasis on reading subskills arguably minimizes students’ enjoyment of reading and motivation to read and may inevitably result in the formation of reluctant or struggling readers. In turn, this may diminish the self-efficacies of reluctant or struggling readers. I designed an embedded multiple case study framed by social cognitive theory to explore the potential influence of literature circles, a balanced literacy instructional strategy, on the reader self-efficacies of reluctant and struggling readers in Grades 4–6. In terms of reader self-efficacy, reluctant and struggling readers appeared to benefit more from participating in literature circles than their classmates (i.e., students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for reluctant and struggling readers.
Recommended Citation
Venegas, E. M. (2018). Strengthening the reader self-efficacies of reluctant and struggling readers through literature circles. Reading & Writing Quarterly, 34(5), 419-435. https://doi.org/10.1080/10573569.2018.1483788
First Page
419
Last Page
435
Publication Title
Reading & Writing Quarterly
DOI
https://doi.org/10.1080/10573569.2018.1483788
Included in
English Language and Literature Commons, Modern Languages Commons, Other Languages, Societies, and Cultures Commons
Comments
Original published version available at https://doi.org/10.1080/10573569.2018.1483788
View the published version freely: https://www.tandfonline.com/eprint/xWg8BEbzgQjdJC26Cj9M/full?target=10.1080/10573569.2018.1483788