Exploring Educators' Figured Worlds of Controversial Literature and Adolescent Readers

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

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College-Bound Figured Worlds: Case Studies of Three Urban High Schools

Education and Urban Society ◽

10.1177/00131245211027541 ◽

2021 ◽

pp. 001312452110275

Author(s):

Meredith R. Naughton

Keyword(s):

High Schools ◽

Thematic Analysis ◽

College Graduates ◽

Qualitative Case Study ◽

Figured Worlds ◽

Public High Schools ◽

Full Time ◽

Peer Mentors ◽

Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

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Multi-ethnic Girls' Social Positional Identities in Educational Transitions

Girlhood Studies ◽

10.3167/ghs.2020.130107 ◽

2020 ◽

Vol 13 (1) ◽

pp. 83-100

Author(s):

Solveig Roth ◽

Dagny Stuedahl

Keyword(s):

Case History ◽

Figured Worlds ◽

Educational Transitions ◽

Gender Performativity ◽

Upper Secondary ◽

History Of ◽

Life Trajectory ◽

Ethnic Students ◽

Societal Expectations ◽

Gendered Expectations

In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna’s case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.

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Remoteness of Liability and Legal Policy

The Cambridge Law Journal ◽

10.1017/s0008197300010539 ◽

1962 ◽

Vol 20 (2) ◽

pp. 178-199 ◽

Cited By ~ 2

Author(s):

R. W. M. Dias

Keyword(s):

Strict Liability ◽

Privy Council ◽

Legal Policy ◽

Do No Harm ◽

Controversial Literature

In the course of their stately opinion in the case of The Wagon Mound the Judicial Committee of the Privy Council declared that “their Lordships have not found it necessary to consider the so-called rule of ‘strict liability’ exemplified in Rylands v. Fletcher and the cases that have followed or distinguished it. Nothing that they have said is intended to reflect on that rule.” The best excuse for the present addition to the controversial literature that is accumulating round this case is that, the courts having yet to pronounce on remoteness in cases of strict liability, there seems to be still some room for speculation, especially with reference to policy. It is therefore hoped that the fall, as it were, of yet another leaf in the forest will at least do no harm.

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The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

Journal of Reading Behavior ◽

10.1080/10862967609547183 ◽

1976 ◽

Vol 8 (3) ◽

pp. 289-297 ◽

Cited By ~ 4

Author(s):

Sandra S. Smiley ◽

Frank L. Pasquale ◽

Cristine L. Chandler

Keyword(s):

Word List ◽

Sixth Grade ◽

Poor Readers ◽

Fifth Grade ◽

Second Grade ◽

Seventh Grade ◽

Good Readers ◽

Adolescent Readers ◽

The Poor ◽

Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

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