HOW RURAL UPPER ELEMENTARY FOURTH- AND FIFTH-GRADE STUDENTS WITH LEARNING DISABILITY VIEW THEIR READING IDENTITY

Abstract

This qualitative study investigates how rural fourth- and fifth-grade students with a Learning Disability (LD) perceive and construct their reading identities, and the contextual factors that shape these identities. Guided by a focus on student voice, the study moves beyond deficit-oriented perspectives to examine the lived experiences, motivations, and identity negotiations of struggling readers in rural settings. Three upper-elementary students participated in the study, and data were collected through surveys, semi-structured interviews, and participant-generated drawings depicting their reading experiences in and out of school. Findings reveal that reading identity for this population is highly context-dependent, influenced by interactions within home, school, and community environments. Students described reading as an emotional practice and expressed a desire for autonomy over what they read and where reading occurs. Rurality emerged as a significant factor, shaping access to reading materials, exposure to diverse literacy experiences, and opportunities for engagement. Teacher and family influence also played central roles in students’ developing identities as readers. Implications for practice highlight the importance of creating supportive and emotionally responsive literacy environments, prioritizing student agency and choice, and addressing resource limitations common in rural communities. These findings contribute to a more comprehensive understanding of reading identity development among students with LD and offer recommendations for more equitable and contextually responsive literacy instruction.