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dc.contributor.authorJaeger, Elizabeth L.
dc.date.accessioned2019-03-13T20:07:10Z
dc.date.available2019-03-13T20:07:10Z
dc.date.issued2019-01-02
dc.identifier.citationElizabeth 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: 10.1080/00220272.2018.1504119en_US
dc.identifier.issn0022-0272
dc.identifier.issn1366-5839
dc.identifier.doi10.1080/00220272.2018.1504119
dc.identifier.urihttp://hdl.handle.net/10150/631842
dc.description.abstractIn 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.en_US
dc.language.isoenen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/00220272.2018.1504119en_US
dc.rights© 2018 Informa UK Limited, trading as Taylor & Francis Group.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectCritical content analysisen_US
dc.subjectcritical literacyen_US
dc.subjectcurriculum researchen_US
dc.subjectreading engagementen_US
dc.subjectreading programmesen_US
dc.titleThe achievement ideology of Reading Wonders: a critical content analysis of success and failure in a core reading programmeen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizona, Dept Teaching Learning & Sociocultural Studiesen_US
dc.identifier.journalJOURNAL OF CURRICULUM STUDIESen_US
dc.description.note18 month embargo; published online: 28 August 2018en_US
dc.description.collectioninformationThis 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.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleJournal of Curriculum Studies
dc.source.volume51
dc.source.issue1
dc.source.beginpage121
dc.source.endpage140


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