Overview

The common practice of ability-grouped reading in UK schools, often termed guided reading, influences children’s sense of identity, feelings and progress as readers. Drawing on a rich ethnographic study of three primary classrooms, this book reopens a critical inquiry into ability-grouped reading that has been quiet since the 1990s, when guided reading in literacy education became established practice in the UK and the US. Through the lens of children’s agency in accommodating, resisting and at times transforming such reading pedagogy, the book shows how readers are shaped by ability-grouped reading and by the more egalitarian reading pedagogies introduced in the study. Children’s individual and collective experiences are brought to life through extended narratives that attend as closely to gesture, posture, visage, silences and prosody of speech as to spoken words. The book ends with a provocation: how literacy pedagogy might change if reflexive noticing and dismantling of hierarchies become the compass of pedagogical change. This demands attention to structural inequalities around race, gender and class and a turn towards deep listening to children. As well as being a valuable read for scholars of the sociology of childhood and education, it should appeal to anyone concerned with making education more equitable, including teachers, school leaders, parents, carers and policymakers.

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9781032785677

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Reviews

Identity, Social Class and Learning in the ‘Bottom’ Reading Group is an eloquent and beautifully written account of the negative impact of ability grouping. It brings to life the voices of a largely unheard group, revealing the damage inflicted on children, as well as providing practical, research-informed ways of making teaching and learning fairer. Prof. Diane Reay, University of Cambridge, UK A fascinating and important book about disrupting reading hierarchies. Through it, Jess Anderson details children’s perspectives on being in the ‘bottom reading group’, considers how ability-grouped reading reproduces social inequalities, and offers layered evidence that mixed ability grouping affords more scope and hope for young readers. A valuable read for all educators. Prof. Teresa Cremin, The Open University, UK

Author Information

Jess Anderson is a post-doctoral fellow in the Faculty of Social Sciences at the University of Stirling. A primary teacher and teacher educator for many years, she brings a practitioner lens as well as theoretical and research perspectives to issues of social equity and inequity in primary school literacies.

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