Using student voice to promote reading engagement for economically disadvantaged students

Journal article


Ng, Clarence. (2018). Using student voice to promote reading engagement for economically disadvantaged students. Journal of Research in Reading. 41(4), pp. 700 - 715. https://doi.org/10.1111/1467-9817.12249
AuthorsNg, Clarence
Abstract

Students from economically disadvantaged backgrounds in Australia have persistently performed at relatively low levels in national and international tests of reading literacy. Research attention is required to look for new models to promote reading and reading engagement for disadvantaged students. The current study discussed a case study derived from a practice‐based research project that aims to develop reformative practices to engage disadvantaged students to read. A special feature of this practice‐based research is the promotion of student voice to inform the development of engaging reading practices through partnerships between teachers and students and the endorsement of student input. Based on a rich data set, including teacher interviews, a series of classroom observations, meeting records and student interviews, a case study of one teacher and her class was developed to illustrate how student voice has been used to promote reading engagement through a practice‐based reform process.

Keywordsstudent voice; reading engagement; reading motivation; educational disadvantage; teacher learning
Year2018
JournalJournal of Research in Reading
Journal citation41 (4), pp. 700 - 715
PublisherUnited Kingdom Literacy Association
ISSN1467-9817
Digital Object Identifier (DOI)https://doi.org/10.1111/1467-9817.12249
Scopus EID2-s2.0-85058138046
Page range700 - 715
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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https://acuresearchbank.acu.edu.au/item/887zy/using-student-voice-to-promote-reading-engagement-for-economically-disadvantaged-students

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