Reading-challenged fourth formers' perspectives on schooling

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dc.contributor.author Farrell, Permilla
dc.date.accessioned 2010-03-01T19:48:57Z
dc.date.available 2010-03-01T19:48:57Z
dc.date.issued 2009
dc.identifier.citation Farrell, Permilla. (2009). Reading-challenged fourth formers' perspectives on schooling. St. Augustine, Trinidad: School of Education, UWI. en
dc.identifier.isbn 978-976-622-016-7
dc.identifier.uri http://hdl.handle.net/2139/5992
dc.description.abstract This study sought to reveal the perspectives on schooling of two fourth-form students who read below their chronological age and who were enrolled in a senior comprehensive school on the "East-West Corridor" in Trinidad and Tobago. It attempts to identify the strategies employed by these students to cope with the curriculum, their affective responses to schooling, and the extent to which they perceived their special educational needs to be catered for in the then existing senior comprehensive school system. The data revealed that the participants experienced some negative affective responses to schooling. Aware of their relative incompetence as readers and their self-perceived disadvantage relative to their peers, they felt anger and embarrassment and sought to avoid reading tasks. However, the two participants also displayed some positive affect towards schooling. While not being highly efficacious students, they displayed some of the behaviours consonant with efficacious students en
dc.language.iso en en
dc.publisher School of Education, UWI, St. Augustine en
dc.relation.ispartofseries Monograph Series;No. 11
dc.subject Struggling readers en
dc.subject Senior comprehensive schools en
dc.subject Secondary schools en
dc.subject Reading difficulties en
dc.subject Student attitudes en
dc.subject Case studies en
dc.subject Trinidad and Tobago en
dc.title Reading-challenged fourth formers' perspectives on schooling en
dc.type Book en


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