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    The achievement ideology of Reading Wonders: a critical content analysis of success and failure in a core reading programme

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    RW10June18WithID.pdf
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    Author
    Jaeger, Elizabeth L.
    Affiliation
    Univ Arizona, Dept Teaching Learning & Sociocultural Studies
    Issue Date
    2019-01-02
    Keywords
    Critical content analysis
    critical literacy
    curriculum research
    reading engagement
    reading programmes
    
    Metadata
    Show full item record
    Publisher
    ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
    Citation
    Elizabeth L. Jaeger (2019) The achievement ideology of Reading Wonders: a critical content analysis of success and failure in a core reading programme, Journal of Curriculum Studies, 51:1, 121-140, DOI: 10.1080/00220272.2018.1504119
    Journal
    JOURNAL OF CURRICULUM STUDIES
    Rights
    © 2018 Informa UK Limited, trading as Taylor & Francis Group.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    In the early 1960s, researchers began to conduct content analyses of core reading programmes/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here is a critical content analysis of texts contained within the core reading programme Reading Wonders. It addresses these research questions: What vision of success and failure is exemplified by selections in the fourth-grade Reading Wonders textbook?-and-To what extent are selections in this programme accessible to readers? Mobilizing MacLeod's notion of achievement ideology, the study explores the contrast between the programme's emphasis on individual success and the inaccessibility of the selections included in it. The analysis demonstrates that the achievement ideology is the foundation for most of the selections. It also shows that the complexity and unengaging quality of the basal reader interferes with the reader's ability to access the included texts. I argue the Reading Wonders textbook serves to convince readers that personal and professional success is the norm in contemporary society, while failing to allow them to construct more than a surface-level meaning of the included selections.
    Note
    18 month embargo; published online: 28 August 2018
    ISSN
    0022-0272
    1366-5839
    DOI
    10.1080/00220272.2018.1504119
    Version
    Final accepted manuscript
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/00220272.2018.1504119
    ae974a485f413a2113503eed53cd6c53
    10.1080/00220272.2018.1504119
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