A Critical Analysis of Two Preservice Teachers' Knowledge of Struggling Readers: Raced, Classed and Gendered?.

Mallette, Marla H.; Readence, John E.; McKinney, Marilyn; Smith, Margaret M.

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Peer reviewed

ERIC Number: EJ607861

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0886-0246

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A Critical Analysis of Two Preservice Teachers' Knowledge of Struggling Readers: Raced, Classed and Gendered?

Mallette, Marla H.; Readence, John E.; McKinney, Marilyn; Smith, Margaret M.

Reading Research and Instruction, v39 n3 p222-34 Spr 2000

Studies how race, class and gender constituted a basis for two preservice teachers' construction of knowledge of students' reading difficulties. Finds that the two teachers differentially mediated knowledge about struggling readers through their own cultural identities. (NH)

Descriptors: Higher Education, Preservice Teachers, Racial Bias, Reading Difficulties, Sex Bias, Social Differences

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A