Abstract
This conceptual essay employs psychoanalytic theory in exploring the difficulties the author's son experienced in learning to read. Emphasizing the profoundly affective and subjective dimensions of one child's movement toward and against literacy, the author considers the potential of psychoanalytic perspectives in helping teachers and researchers better understand and respond to children's resistance to reading.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 272-309 |
| Number of pages | 38 |
| Journal | Research in the Teaching of English |
| Volume | 40 |
| Issue number | 3 |
| State | Published - Feb 2005 |
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Education
- Linguistics and Language