As students move their way through primary school into the secondary school years an expectation exists that they can read. Coupled with this expectation are the increasingly complex demands placed on students as readers in disciplinary fields. Further, reading success is crucial for their learning in school and beyond. Efforts to improve secondary students reading outcomes have often drawn from approaches to reading literacy based on cognitive theories of reading and not specifically designed for adolescent learners who often have long and complex reading histories. The reading histories for these students are characterised by a resistance to the task, a repeated sense of failure, and a lack of confidence in themselves and those around them. This paper reports on a study of 12 Year 8 students, aged 12-14 years, who participated in a reading program informed by both sociocultural and cognitive theories of reading, designed specifically with these learners in mind. Analysis of pre and post-program data revealed a positive shift in what these readers could do and in how they identified as readers.
|Pages (from-to)||42 - 53|
|Number of pages||12|
|Journal||Australian Journal of Language and Literacy|
|Publication status||Published - 2016|