Engaged and disengaged Year 5 readers in low SES Australian schools: Differences in personal cognitions, perceived classroom and family reading practices

Abstract

This paper reported the finding of an interview study involving 45 Year 5 students from schools situated in low SES suburbs in Queensland, Australia. Two groups of readers were included: Engaged and disengaged readers. The interview findings showed important differences between these two groups of readers and warned us the danger of taking disadvantaged students as a generic group.