There have been numerous recent calls in literacy research and teacher education to disrupt the 'struggling reader' label, but a dearth of empirical studies on the topic. This qualitative analysis explores the complex issues preservice teachers (PSTs) faced as they examined young readers' sense-making through a reading assessment assignment. Our research question asked: How do PSTs challenge and/or reinforce the 'struggling reader' label as they examine young readers' sense-making? Using a conceptual lens that cross-pollinates dynamic models of reading comprehension with Disability Studies in Education, we look across three cases to identify ways PSTs challenged and reinforced the 'struggling reader' label as they examined intermediate-grade readers' interactions with texts. Ultimately, we argue that embracing a dynamic model of comprehension--on its own--is an insufficient focus in literacy teacher education in order to disrupt harmful labeling practices in schools.
Schutz, Kristine M.; Woodward, Rebecca; and Diaz, Amanda R.
"The Complexity of Disrupting the "Struggling Reader" Label: The Potential for Cross-Pollinating Disability Studies and Dynamic Models of Comprehension in Literacy Teacher Education,"
Mid-Western Educational Researcher: Vol. 34:
4, Article 6.
Available at: https://scholarworks.bgsu.edu/mwer/vol34/iss4/6