Abstract
This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year study investigating literacy in Years 4–9 the ways strong-performing primary schools develop serious and in-depth reading for learning are explored. School and teacher features which allow for the development of sophisticated pedagogical repertoires and space for critical reading comprehension, without losing the complexity of curriculum offerings, are outlined. How one experienced middle primary teacher operates strategically, ethically and critically in supporting her ESL students to learn to read is illustrated. The teacher’s work is situated within the complex accountability demands faced by classroom teachers. This was accomplished by a teacher whose pedagogical repertoire has been assembled across a career teaching in low-SES high ESL communities in a school with a balanced literacy program and high level of collegial support. Risks for schools and teachers whose circumstances work against their capacities for prioritisation and strategic decision-making are identified and discussed.
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Notes
This paper draws from the primary school data only. The secondary school data was limited due to changes in project team members in the department, the university and the school. In addition the time-frame proved insufficient in that context for teachers to complete their projects to their own satisfaction.
A number of the pilot study teachers and schools continued to collaborate on a current ARC Linkage LP 0990692 New Literacy Demands in the Middle Years: Learning from Design Experiments in 2010. In order to protect their confidentiality as per our ethical agreement, teachers and schools are not named in this paper.
Announcement of six new Adelaide Superschools: http://www.youtube.com/watch?v=1oDcoYHCMx8&feature=player_embedded [accessed 24 May 2010]. The term Superschool has subsequently been replaced by the term “New Schools”.
The pilot study did not allow for recording and transcription of the teacher’s classroom discourse, which would have further illuminated her practice, but an ARC Funded project conducted since that time will allow for further elaboration of such pedagogic talk in future related publications.
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Comber, B., Nixon, H. Critical reading comprehension in an era of accountability. Aust. Educ. Res. 38, 167–179 (2011). https://doi.org/10.1007/s13384-011-0022-z
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DOI: https://doi.org/10.1007/s13384-011-0022-z