This action research study, drawing on participatory frameworks, investigated whether a Year 10 English class (15–16-year-olds), including struggling readers, could develop their reading self-concept and ‘voice’. The research aimed to extend findings from a larger, mixed-method study, developing reading comprehension and motivation with younger adolescents, conducted in the south-east of England. Set in an urban state school in a deprived area, the present 12-week study aimed to explore, first, the impact on students of an evolving reading model, emphasizing motivation, extended reading, peer talk and use of metacognitive, multiple strategies. Second, it explored the effects of students engaging, loosely, as ‘co-researchers’, co-constructing knowledge with their teacher and reflecting on reading and pedagogy, in terms of ‘voice’ and agency. The primarily qualitative study combined open-response, student questionnaires, semi-structured interviews, written reflections on reading, and a teacher/researcher journal. Using the ‘constant comparative’ data-analysis method, the study found that students enhanced their reading self-concept, and developed their ‘voice’. However, unpredictably, reading confidence was threatened by students’ internalized discourses about performativity and feelings of anxiety and lack of agency, attributed to ‘high-stakes’ public examinations nearly two years away.

中文翻译：

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通过在弱势环境中进行行动研究，培养有动力的青少年读者并增强学生的发言权

这项行动研究利用参与式框架，调查了 10 年级英语班（15-16 岁），包括有困难的读者，是否可以发展他们的阅读自我概念和“声音”。该研究旨在扩展在英格兰东南部进行的一项更大的混合方法研究的结果，该研究旨在培养年轻青少年的阅读理解能力和阅读动机。这项为期 12 周的研究以贫困地区的城市公立学校为背景，首先旨在探索不断发展的阅读模式对学生的影响，强调动机、扩展阅读、同伴交谈以及元认知、多种策略的使用。其次，它探讨了学生松散地作为“共同研究人员”参与、与老师共同构建知识以及在“声音”和能动性方面反思阅读和教学法的影响。主要的定性研究结合了开放式回答、学生问卷、半结构化访谈、阅读书面反思和教师/研究人员期刊。使用“不断比较”的数据分析方法，该研究发现学生增强了他们的阅读自我概念，并发展了他们的“声音”。然而，出乎意料的是，由于近两年后的“高风险”公开考试，学生们关于表演性和焦虑感以及缺乏能动性的内化话语威胁到了阅读信心。并发展了他们的“声音”。然而，出乎意料的是，由于近两年后的“高风险”公开考试，学生们关于表演性和焦虑感以及缺乏能动性的内化话语威胁到了阅读信心。并发展了他们的“声音”。然而，出乎意料的是，由于近两年后的“高风险”公开考试，学生们关于表演性和焦虑感以及缺乏能动性的内化话语威胁到了阅读信心。