Description

Book Synopsis

The common practice of ability-grouped reading in UK schools, often termed guided reading, influences childrenâs 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 childrenâs 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. Childrenâs 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 dism

Identity Social Class and Learning in the

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    Order before 4pm tomorrow for delivery by Fri 14 Aug 2026.

    A Paperback by Jess Anderson

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      Publisher: Taylor & Francis
      Publication Date: Publication Date: 2/25/2025
      ISBN13: 9781032785677, 978-1032785677
      ISBN10: 1032785675
      Also in:
      Sociology

      Description

      Book Synopsis

      The common practice of ability-grouped reading in UK schools, often termed guided reading, influences childrenâs 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 childrenâs 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. Childrenâs 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 dism

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