Greeley, Chris
Watkins, V. (2020). Reading collaborative reading partnerships in a school community. Changing English, 27(1), 15-33. https://doi-org.libaccess.sjlibrary.org/10.1080/1358684X.2019.1682966
Summary
Watkins explores an intergrade reading program in which Year 12 students (ages 16-17) support Year 7 students (ages 11-12) who are identified as struggling, reluctant readers by their English teachers. The author starts with a semi-critical, albeit brief, overview of the English National Curriculum standards, which are written in a way that suggests learning to enjoy reading is inherently natural. She disagrees. In exploring existing research on read aloud and the dynamics of learning to read, Watkins cites a few researchers--Minns (1997), Barrs and Cork (2001), Hodges (2009) and (2010)--in which she sets up her argument that learning to read is social practice.
Throughout her three vignettes of student partnerships, a few features stand as that allowed this reading program to be successful. The first was conscientious decisions in pairing particular students. The personality of a reluctant reader appeared to be the starting point, matching the Year 12 student accordingly so that there was the potential for a relationship to form. The researcher also supported the Year 12 students in their mentorships, providing tools (such as activities) as well as coaching them through the dialogue that had occurred in order to consider what how to further support the Year 7 students. One such activity that all three pairs completed was a reading collage in which students shared their reading journey along with reflections. Choice was also an important part of this process, whether it was what to talk about or what to read; giving the reluctant readers space to have a voice in the process was advantageous in their journey towards developing as readers. Relationships were at the core of this program and allowed it to be effective, with Watkins concluding once again that learning to read is a social practice; and should be playful, inquisitive, and organic.
Evaluation
The way in which Watkins posited this research was insightful, using snapshots of conversation to show a window into how a program like this looks, then analyzing what was taking place. The images embedded in article with the reading journey activity, although repetitive, helped frame how these students saw themselves as growing readers. Other activities would have been nice in order to create some dynamic in how the mentors were helping the reluctant readers think about themselves as readers and the books they read.
I'm torn as to whether or not I wanted some sort of data collection. I would have liked to have seen some numerical value that captured students' perceptions on themselves as readers in the beginning versus at the end of this project. The key to that is self-identification: how does one see themself as a reader? This program wasn't meant to boost reading levels, per se, but to support students in merely feeling comfortable and confident as readers. Some pre- and post-survey data could have shown the effectiveness of the program, although based on the research she provided, it did seem to support the younger students.
