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.
|Number of pages
|Research in the Teaching of English
|Published - Feb 2005
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Linguistics and Language