Normalizing the Productive Struggle: Reframing Reading Development in Postsecondary Contexts
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| Title: | Normalizing the Productive Struggle: Reframing Reading Development in Postsecondary Contexts |
|---|---|
| Language: | English |
| Authors: | Jodi P. Lampi (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. 2026 69(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading Skills, College Students, Reading Difficulties, Educational Policy, Artificial Intelligence |
| DOI: | 10.1002/jaal.70033 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | In this manuscript, the authors contend that today's concerns about declining college reading skills reveal a longstanding need to reframe and valorize the "productive struggle" inherent in postsecondary academic reading development. Drawing on historical and contemporary evidence--including the persistent need of college-level reading supports and the impacts of recent policy shifts and AI anxieties--the authors problematize deficit-based narratives in media and policy. By unpacking "productive struggle" within a theory-driven framework and offering practical recommendations, the manuscript invites educators to meet students with purposeful challenge and support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491911 |
| Database: | ERIC |
| Abstract: | In this manuscript, the authors contend that today's concerns about declining college reading skills reveal a longstanding need to reframe and valorize the "productive struggle" inherent in postsecondary academic reading development. Drawing on historical and contemporary evidence--including the persistent need of college-level reading supports and the impacts of recent policy shifts and AI anxieties--the authors problematize deficit-based narratives in media and policy. By unpacking "productive struggle" within a theory-driven framework and offering practical recommendations, the manuscript invites educators to meet students with purposeful challenge and support. |
|---|---|
| ISSN: | 1081-3004 1936-2706 |
| DOI: | 10.1002/jaal.70033 |
