Adolescent Readers' Perceptions of Remedial Reading Classes: A Case Study

Research has indicated that particular contexts and relationships help to construct students' literacy identities. Struggling adolescent readers have an array of negative emotions about literacy. Struggling readers give up easily on reading tasks. Unlike children who believe they are good readers and engage in reading, thus strengthening their reading and continuing to have positive experiences with text, struggling readers do not choose to engage in text. A student with high self-efficacy will demonstrate higher motivation, work longer, and work harder than a student with low self-efficacy. Struggling students will give up on tasks if they believe they cannot succeed. The purpose of this research was to explore struggling adolescent readers' perceptions about reading. The researchers in this study did not evaluate the intervention strategies used in the class. Rather, the purpose was to conduct case studies to further investigate these adolescent readers. The case studies were used to provide a deeper understanding of the effects of remedial reading programs on adolescent readers. Adapted from the source document