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Many children and youth who struggle to read experience the effects in both their school lives and their personal lives. Learning to read can and often does have benefits that extend well beyond the classroom. This multi-method, multi-perspective qualitative study follows three boys as they transition from struggling readers to more competent readers while participating in an intensive reading intervention. The purpose of this study is to further our understanding of the relationship between improved ability to read, and mental health. Dynamic stories are told about the three boys through ethnographic observations, and formal and informal interviews, with data provided by the reading instructors, classroom teachers, parents, the researcher, and the students themselves. The findings clearly show that learning to read has more than academic merit with a discernible impact on the mental health of the three boys who had once struggled to read.
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- Unpacking the Relationship Between Learning to Read and Mental Health: Using an Ethnographic Case Study Approach
Jenn de Lugt
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