Using student voice to promote reading engagement for economically disadvantaged students
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 proces.
Highlights
What is already known about this topic
- Economically disadvantaged students in Australia and other developed nations perform less well in reading and other literacy tests compared with their advantaged counterparts.
- These students are often less engaged in reading in school.
- Their perspectives and views about reading are seldom considered when developing pedagogical practices for reading, despite extensive research in reforming education using student voice.
What this paper adds
- A qualitative year‐long case study of how student voice can be used to promote reading engagement and outcome for economically disadvantaged students
- A detailed documentation of the student voice‐driven change process
- Observed and reported improvements in disadvantaged students' reading engagement and outcomes
Implications for theory, policy or practice
- Student voice is crucial for developing engaging reading practices to motivate economically disadvantaged students to read.
- Allowing students to be heard in relation to reading enables them to feel valued and be active participants in the reading process.
- Student voice‐driven change requires a genuine and committed approach to seek students' participation and act upon their views.
Number of times cited: 1
- Patricia A. Alexander, Engagement and literacy: reading between the lines, Journal of Research in Reading, 41, 4, (732-739), (2018).
