Author(s): Aysel TÜFEKCİ AKCAN

The study is conducted to investigate literacy experiences of good and poor readers within their overall schooling experiences and from multiple perspectives. Data were collected in two public elementary schools and include classroom observations, interviews, questionnaires, profile sheets, and journal samples. While the findings indicates different patterns between the experiences of the good and poor readers, some within group variations were also observed. In addition, the factors, found to be contributing to good and poor readers’ success or failure, are discussed.


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