Transforming engagement in literacy instruction: The role of student genuine interest and ability

In this case study paper, I describe my work with Bill, a first grade boy with dyslexia. My goals were to identify his interests and abilities and create contexts in which these interests and abilities supported his literacy learning. A theoretical foundation that merged current understandings of highly effective pedagogical practices for individuals with dyslexia with Dewey’s (1913) theory of genuine interest within a social-constructivist perspective (Vygotsky 1987, 1993) was utilized. A noticeable improvement in Bill’s willingness to engage in activities of reading, writing, and phonological awareness occurred when he was given a voice in the activities. Within contexts of literacy learning that allowed him to demonstrate his interests and talents, Bill became increasingly engaged in activities surrounding the reading and writing of text. Ultimately, this project was successful in creating a context, for this six-year-old boy with dyslexia, in which meaningful learning took place and motivation was provided for future literacy learning.