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Normalizing the Productive Struggle: Reframing Reading Development in Postsecondary Contexts

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Bibliographic Details
Title: Normalizing the Productive Struggle: Reframing Reading Development in Postsecondary Contexts
Language: English
Authors: Jodi P. Lampi (ORCID 0009-0006-1685-2154), Sonya L. Armstrong, Prianka Das
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
FullText Text:
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  Data: Normalizing the Productive Struggle: Reframing Reading Development in Postsecondary Contexts
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  Data: <searchLink fieldCode="AR" term="%22Jodi+P%2E+Lampi%22">Jodi P. Lampi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1685-2154">0009-0006-1685-2154</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sonya+L%2E+Armstrong%22">Sonya L. Armstrong</searchLink><br /><searchLink fieldCode="AR" term="%22Prianka+Das%22">Prianka Das</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2026 69(4).
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  Data: 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
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink>
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  Data: 10.1002/jaal.70033
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  Data: 1081-3004<br />1936-2706
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  Label: Abstract
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  Data: 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.
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  Data: 2026
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