Developing motivated adolescent readers and enhancing student voice, using action research in disadvantaged contexts

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,...