Exploring issues of social equity and learner identities in the phenomenon of the 'bottom reading group'.

这个与伦弗鲁郡议会合作的博士项目的目的是从身份和社会公平的角度调查小学教育中“底层阅读群体”的研究不足的现象。它还将共同开发和探索其他混合成绩的阅读教学方法，旨在改善弱势儿童的体验和结果。所有的孩子都带着宝贵而又不同的阅读经历来到学校。对于那些在很小的时候就没有分享故事的经验的孩子来说，他们的目的地可能是“底层阅读组”，因为缺乏经验被误认为是没有能力。对“能力分组”的总体研究表明，一旦进入“能力”较低的群体，学生很可能在整个教育生涯中都呆在那里，这种劣势和由此产生的耻辱会伴随他们进入成年期。来自低社会经济背景和一些少数民族背景的儿童在较低“能力”组中的比例明显过高。理论上，该研究将借鉴布尔迪乌斯（1984,1990）的资本视角，通过交易文学理论和社会文化视角对读写能力进行折射（Albright和Luke， 2010）。它将采用混合方法进行查询。将收集和分析数量成就数据，以及来自人种学和参与性来源的质量数据。定性社会网络分析也将用于阐明“能力分组”和混合成就阅读设置中的互动模式和关系。研究者与参与的教师合作设计了一项干预措施，将引入混合素养阅读。将通过人种学观察、参与性活动、访谈和定性社会网络分析来评价和探讨其影响。对儿童成就的影响将使用新小组阅读测试和教师对阅读书籍水平的评估数据进行定量收集。预计该研究成果将对当前英国围绕教育不平等和学生群体的学术、政策和公共辩论做出有价值的贡献。伦弗鲁郡将受益于教师参与研究和知识交流活动，如文学研讨会、支持混合素养阅读教学法的实践诊所、合作博客和制作混合素养阅读教学策略资源包。这项研究将有助于支持和评估实际的教学替代方案，以“能力”分组，这可能具有更广泛的国际相关性。

The aim of this collaborative PhD with Renfrewshire Council is to investigate the under-researched phenomenon of the 'bottom reading group' in Primary Education, from the perspectives of identity and social equity. It will also co-produce and explore alternative mixed-attainment methods of teaching reading, with the intention of improving experience and outcomes for disadvantaged children.All children come to school with valuable but different experiences of reading. For children with less experience of shared stories at an early age, their destination may be 'the bottom reading group', with inexperience being mistaken for inability. Research on 'ability groupings' in general suggests that, once in a low 'ability' group, pupils are most likely to remain there for their entire educational life, and that this disadvantage and resulting stigma travels with them into adulthood. Children from low socio-economic and some ethnic minorities backgrounds are significantly over-represented in lower 'ability' sets. Theoretically, the study will draw on Bourdieusian (1984, 1990) perspectives of capitals, refracted through the lenses of transactional literary theory and socio-cultural perspectives on literacy (Albright and Luke, 2010). It will adopt a mixed-methods approach to enquiry. Quantitative attainment data will be collected and analysed, as well as qualitative data from ethnographic and participatory sources. Qualitative social network analysis will also be used to illuminate patterns of interactions and relationships in 'ability-grouped' and mixed-attainment reading settings. An intervention, designed by the investigator in partnership with the participating teachers, will introduce mixed-attainment reading. This will be evaluated and its impact explored qualitatively through ethnographic observation, participatory activities, interviews and qualitative social network analysis. Impact on children's attainment will be collected quantitively using the New Group Reading Test and teacher assessment data on reading-book levels. It is anticipated that the research output will make a valuable contribution to the current UK academic, policy and public debates around inequality in education and pupil groupings. Renfrewshire will benefit from teachers' involvement in research and from knowledge-exchange activities such as literature seminars, practical clinics to support mixed-attainment reading pedagogies, a collaborative blog, and the production of a resource pack for mixed-attainment teaching strategies for reading. The research will help support and evaluate practical pedagogical alternatives to grouping by 'ability', which has potential wider international relevance.