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Considering Student Voices in Reading Intervention: Reconceptualizing and Rethinking Possibilities for High School Reading Through Arts-Based Educational Research
Abstract
This study examines best practices for secondary literacy intervention and instruction. It also exemplifies the ability of Arts Based Educational Research to give voice to struggling and striving high school readers. This dissertation encompasses three time horizons. The first was the crafting of a ‘non-fiction fiction ‘ play (Goldenstein, 2013; Sizer, 1984). The play’s characters, setting, and plot, were built on my review of literature, and years working with reading students as both a general and special education teacher. The second phase, inspired by the Chicana feminist epistemology process of testimonio, involved a student centered read through and revision of the script. By doing so, I was able to gain an accurate reflection of student attitudes about the artistic interpretation while gleaning information about their experiences with reading intervention. This information was carefully considered and is reflected in the final edits of the script. The last and final phase allowed for reflection and the creation of a plan that would allow for further engagement with the script in its revised form. I proposed a student read through with another teacher and a new group of students, or a live read though by students for district leaders and educators. Both opportunities were offered as a means to propose and create change for reading instruction, intervention, and support.
Subject Area
Education|Reading instruction|Secondary education
Recommended Citation
Kramer, Angela M, "Considering Student Voices in Reading Intervention: Reconceptualizing and Rethinking Possibilities for High School Reading Through Arts-Based Educational Research" (2021). ETD collection for University of Nebraska-Lincoln. AAI28489940.
https://digitalcommons.unl.edu/dissertations/AAI28489940