1. A Case Study investigating adolescent students’ attitudes to reading extending texts.
Research Questions:
What are Year 9 students’ current attitudes towards, and practices in, reading?
How have these attitudes and practices been shaped?
What role can schools play in encouraging positive attitudes and practices?
Methodology:
How can technology be used to enable an effective dialogic approach when doing research with adolescents?
Researcher Position
Interpretivist
Insider researcher: class teacher; KS3 Coordinator; visible in promoting literacy at whole school level through assembly programme and working with local primaries.
Aim to facilitate participatory research as far as is pragmatic

2. A Case Study investigating adolescent students’ attitudes to reading extending texts.
Large rural mixed comprehensive school with Sixth Form. Most students are from White British backgrounds and the number of EAL students is below national average. Numbers of SEND and PP students is also below average. There is an on-site ASD centre, from which most student attend a proportion of mainstream lessons. The school is rated as ‘good’ by Ofsted (2017).
Sampling process
Purposive sampling:
Mixed-gender
Inclusive of PP students
Above 95% attendance
Consent from both student and parents/carers.
Contact made with all parents and carers by phone prior to project
Research design: sampling and school/year 9/focus group context

3. Student M F PP At
Below
Above 1 2 3 4 5 6 7 8 9 10 11 12

4. A Case Study investigating adolescent students’ attitudes to reading extending texts.
Research Design
Methodology:
How can technology be used to enable an effective dialogic approach when doing research with adolescents?
Stage one: sampling
Purposive sampling
Reading age data
Use of IT
Student consent
National Literacy Trust
Prior research
Gender
S.E.S
Stage two: focus groups
(Qualitative)
Student led
Sharing researcher position
Reading river collaborative work
Inductive
Shared creation of knowledge
Nind: Participatory research
Koven: Students’ intertextuality
Saphir - Worf
Stage three: Whole year questionnaire
(Quantitative)
Share in English lesson
Accessible language
Questions inducted from focus groups
Guthrie ‘Motivation for Reading Questionnaire’ (1997)
Research design: participatory research and use of IT
Saphir Wharf
Nind
Koven

5. A Case Study investigating adolescent students’ attitudes to reading extending texts.
Primary School: reading became a chore, we were checked up on that we were doing reading every evening. I enjoyed reading to Mr Turner.
Research design: stages and emerging findings
Summer - read outside in the evenings.

6. Welcome Year Nine! Come in and sit with your group.
Miss Williams’ Year Nine Reading Project: Welcome Session
Welcome Year Nine! Come in and sit with your group.
Group A
Group B
Group C
Students’ names
In a focus group, participants can speak as much, or as little, as they like and should feel their voice is heard and valued among the group.
How do you think we should organise these sessions?
Snacks!!
Meet somewhere comfortable: Reading Room or Quad
Get the questions before on slides
Everyone gets to share ideas
Listen to each person
Be positive
Reading Rivers

7. A Case Study investigating adolescent students’ attitudes to reading extending texts.
References
BERA. (2011) Ethical Guidelines for Educational Research, Available at: guidelines-for-educational-research-2011 (accessed 14th August 2016).
Boddy, J. (2014). Research across cultures, within countries: Hidden ethics tensions in research with children and families? Progress in Development Studies, 14, 1,
Burke. R and Onwuegbuizie A.J. (__) Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33, 7,
Cohen, L. Manion, L. and Morrison, K. (2007). Research Methods in Education (sixth edition). Oxford: Routledge.
Harvey, L. (2014). Beyond member-checking: a dialogic approach to the research interview. International Journal of Research & Method in Education, 38,1,
Koven, M. (2014). Interviewing: Practice, Ideology, Genre and Intertextuality. The Annual Review of Anthropology, 43,
Kvale, S. and Brinkmann, S. (2009). InterViews: Learning the Craft of Qualitative Research Interviewing (second edition). Los Angeles: SAGE.
Nind, M. (2014). Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education. Cambridge Journal of Education, 44, 4,
Roulston, K. (2011). Interview ‘Problems’ as Topics for Analysis. Applied Linguistics, 31, 1,
Scholes, L. (2013). Clandestine Readers: boys and girls going ‘undercover’ in school spaces. British Journal of Sociology of Education,36,3,
Seale, J. Nind, M. and Parsons, S. (2014). Inclusive research in education: contributions to method and debate. International Journal of Research & Method in Education, 37, 4,
Thomas, G. (2013). How to do your research project: A guide for students in Education and Applied Social Sciences. London: SAGE.
Unrau, N. and Quirk, M. (2014) Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions. Reading Psychology, 35, 3,
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