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 cr eate contexts in which these interests and abilities supported his literacy learning. A theoretical foundation that merged current understandings of h ighly effective pedagogical practices-for individuals with dyslexia with De wey's (1913) theory of genuine interest within a social-constructivist pers pective (Vygotsky 1987, 1993) was utilized. A noticeable improvement in Bil l's willingness to engage in activities of reading, writing, and phonologic al awareness occurred when he was given a voice in the activities. Within c ontexts 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 cr eating a context, for this six-year-old boy with dyslexia, in which meaning ful learning took place and motivation was;provided for future literacy lea rning.