Who’s Really Struggling?: Middle School Teachers’ Perceptions of Struggling Readers

Abstract

This study explored middle school teachers’ perceptions of struggling readers, including influences such as: understandings of components and factors relating to reading difficulties; views of struggling readers’ behaviours and affect; classroom implications of their difficulties; and feelings of both competency and responsibility in the teaching of struggling readers. Using a phenomenological case study approach, survey data from 35 respondents, and interview data from ten participants across three different school districts were analyzed using both a within-case and cross-case analysis method. Identified common themes included teachers’ difficulty defining and assessing students who struggle with reading, and tending to attribute the difficulties to factors beyond their control. Teachers realized the correlation between reading difficulties and motivation, but were unsure how to mitigate the ensuing behaviours in their classrooms. Participants believed that middle school students should be competent grade level readers and did not believe it their job to teach specific reading skills in content area classes, as they were constrained by both a lack of knowledge and time. The findings suggest that teachers, both pre-service and in-service, need more education about reading difficulties, classroom strategies and practice. The research indicates a need for more optimal use of specialist teacher time, professional development and literacy coaching.