Dialogical Self and Struggling Reader Identity

Abstract

This chapter illustrates how tenets of dialogical self theory expand current understandings of struggling reader identity. Research in the field of adolescent literacy demonstrates the significant influence of reading difficulties on readers’ identities, but little research exists that explores the role of the dialogical self within the context of struggling reader identity. I-positions, their temporal nature, and the influence of internal and external positions, provide a valuable framework for understanding the complexities of reader identity. Drawing on data from a single case within a multiple case study, it uses thematic analysis (Braun & Clark, 2006) to analyze observations (Clandinin & Connelly, 2000) of and narratives from semi-structured interviews (Chase, 2008) shared by Braydon—a 21-year-old male struggling reader. Specifically, findings reveal Braydon’s reader identity as comprised of multiple I-positions engaged in constant dialogues that shape the way he conceptualizes his potential as a student and reader. It concludes with a discussion of the role of dialogical theory in struggling readers’ attitudes, perspectives, and understandings of their abilities and possibilities for future research.