Abstract To address the needs of middle school students who experience difficulty with reading, students are often placed in reading intervention programs to improve literacy skills. This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with challenging texts? A case study of four seventh-grade students gives insight to how students engage with difficult texts through self-selected strategies. Placing an emphasis on students’ strengths, building positive student relationships, and valuing students’ abilities can encourage adolescents to transcend beyond deficit labels.

中文翻译：

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文本参与和阅读策略的使用：以四名早期青少年学生为例

摘要为了满足阅读困难的中学生的需求，通常将学生安排在阅读干预计划中以提高他们的识字能力。这项研究探讨了一个问题：学生以何种方式成功和不成功地使用自我理解的策略来尝试挑战性文本？通过对四个七年级学生的案例研究，可以了解学生如何通过自主选择的策略来处理困难的课文。强调学生的优势，建立积极的学生关系并重视学生的能力可以鼓励青少年超越赤字标签。