Reconceptualizing Reading for Equity and Inclusion

Reading is often misconceived as a passive endeavor, yet it is an inherently active process that requires critical engagement, interpretation, and synthesis. In today’s diverse and evolving classrooms, equitable access to literacy development is crucial in fostering belonging and student well-being. For secondary educators, traditional approaches to reading—often positioned as an isolated skill—risk marginalizing students who may struggle with comprehension due to language barriers, learning differences, or systemic inequities. By integrating active reading strategies that emphasize collaboration and accessibility, educators can create inclusive environments where all students, regardless of their backgrounds, feel empowered to engage with texts meaningfully. A pedagogical shift toward active reading is not just about improving literacy—it is about ensuring that every student has the opportunity to see themselves as capable, critical thinkers who belong in academic spaces.

The Challenge of Passive Reading Practices

Over two decades of teaching in secondary education, I have frequently encountered students expressing sentiments such as, “I’m not a good reader,” which highlights a pervasive lack of confidence in their reading abilities. This phenomenon often stems from traditional pedagogical practices that treat reading as a solitary activity culminating in post-reading analysis. Such a linear approach, while prevalent, overlooks the cognitive engagement that occurs during the act of reading itself. Research underscores that comprehension and critical engagement are significantly enhanced when students actively interact with the text throughout the reading process. For instance, critical reading strategies have been shown to improve students’ reading comprehension by fostering deeper engagement with the text, allowing students to understand not only what a text conveys but also how it conveys its message (islamy et al., 2018; Suacillo et al., 2016). This active interaction is crucial, as motivated students who engage deeply with texts tend to develop better comprehension skills (Mete, 2020).

Moreover, the pedagogical beliefs held by educators play a critical role in shaping classroom practices and, consequently, student engagement with reading. Studies indicate that teachers’ beliefs about pedagogy significantly influence their instructional strategies and the integration of innovative practices in the classroom (Ramnarain, 2023; Habte et al., 2021). For example, when teachers adopt a more interactive and student-centered approach, they can facilitate environments where students feel more confident in their reading abilities. This shift from traditional, teacher-led models to more collaborative and engaging pedagogical designs can help mitigate the feelings of inadequacy that many students experience (Toetenel & Rienties, 2016; Walsh, 2023).

Furthermore, the implementation of innovative instructional strategies, such as cooperative learning models, has been linked to improvements in critical reading skills and overall reading engagement. Research has demonstrated that structured cooperative learning environments, such as the jigsaw method, encourage students to collaborate and engage with texts more critically, thereby enhancing their comprehension and fostering a more positive reading culture (Chaves Barrera & Chapetón, 2019). This aligns with findings that suggest a strong correlation between reading engagement and comprehension, emphasizing the need for pedagogical practices that motivate students to read frequently and with purpose (Mete, 2020; Abdelhalim, 2017).

Making the Active Reading Process Visible

It was common for me as a secondary teacher to have students read a text and then analyze it after they’d finished reading. However, when I noticed that students weren’t able to engage in an analytical discussion about a text until they finished reading the entire text and couldn’t recall what they had read, I was forced to confront the idea that I was doing it wrong. Most of the thinking happens during the reading process, but my classroom was designed to engage in thinking after reading. I had to change what I was doing.

I decided to show my students my thinking process during reading, so I read a story out loud to them and then mapped out my thinking on the whiteboard while I was reading. This exercise was an opportunity for students to visualize what happens in the mind of an active reader. What I did was read the title and then make some predictions. Then I began reading the story out loud and paused every page or so to reflect and think. Every idea that flitted into my mind, I noted on the whiteboard using a mind-map technique. Days later, I discussed the story with my students again, and they still remembered vivid details about it, which revealed that when students engage in a guided active reading process, it can enhance reading recollection.

^{What my whiteboard looked like after I showed my active reading to my students.}

Collaborative Reading and Mapping: A Social Constructivist Approach

Building on this model, I implemented collaborative reading exercises where students worked in small groups to map their thinking across three stages: pre-reading, during reading, and post-reading. This process encouraged dialogue and collective meaning-making, fostering an environment where struggling readers could benefit from peer support. The collaborative element aligns with Vygotsky’s social constructivist theory, which emphasizes the role of social interaction in learning (Vygotsky 1978). Students’ maps provided insight into their interpretive processes, allowing me to identify misconceptions or gaps in understanding.

One student, for instance, initially struggled to articulate connections between the text and their personal experiences. Through group discussions, they began to share anecdotes that enriched their interpretations, illustrating the potential of collaborative mapping to bridge individual and collective understanding. In one session, a student shared, “This reminds me of a story my grandmother used to tell,” which sparked a rich dialogue about cultural narratives and their influence on personal perspectives. This exchange exemplified the depth of understanding that collaborative reading can foster.

Active Reading Creates Good Noise

With the scaffolding of seeing me map my active reading and allowing students to collaboratively engage in active reading by collaborating on a mind-map, I then had students read a story on their own to independently implement the active reading strategy of a mind map. This allowed them to show their thinking. What I noticed was that active reading strategies transform the classroom atmosphere from one of silent, solitary reading to one of engaged, collaborative learning. By teaching students how to map their reading, the classroom became filled with the sounds of engagement: pencils on paper, markers rolling on desks, and students talking about their reading. These sounds represent an active learning environment where students are not only reading but also discussing, questioning, and connecting ideas.

For example, during a suspenseful short story reading, students exchanged reactions and predictions. One conversation included:

“Wowie! Did you read the part with the ultimatum?” “No. What page is that on?” “Page 3. What page are you on?” “I’m on page 2.” “Oh. So, what do you think the answer to the riddle is?” “I don’t know. It’s tricky. What do you think?” “I already know because the answer is on page 3.”

These discussions often went beyond the text itself, with students drawing connections to other readings or their lived experiences. For instance, a student remarked, “This reminds me of a time when I came home from school and something just didn’t feel right,” demonstrating how reading can spark deeper personal reflections.

As senior students in their final year of high school transitioned to using online databases for reading primary research, I wanted to ensure they moved beyond superficial reading. My own experience with digital texts often led to hurried, skim-scan reading, a challenge supported by research. ChanLin (2013) highlights the need to adapt traditional reading strategies for electronic formats, as digital reading environments inherently differ and may not effectively support deep comprehension. Similarly, Song et al. (2022) note that cognitive overload associated with e-books can hinder a reader’s ability to process information deeply. The rapid pace at which digital content is consumed often encourages skimming rather than thorough engagement, contributing to a surface-level understanding of texts. To counter this, I transitioned from using mind mapping to teaching students digital note-taking strategies, reinforcing the idea that note-taking is a dialogue with the text. This shift encouraged deeper engagement and comprehension, equipping them with essential skills for their post-secondary studies.

Addressing the Needs of Struggling Readers

High school classrooms often overlook struggling readers, whose challenges may manifest as disengagement, incomplete assignments, or reluctance to participate in discussions. However, research highlights the importance of early identification and intervention in supporting adolescent literacy development (Snow and Biancarosa 2003). By analyzing students’ reading maps, I was able to pinpoint specific areas of difficulty, such as limited vocabulary or challenges in inferential reasoning. This allowed me to provide strategic interventions; interventions included providing accessible texts, offering audio versions, and creating glossaries of key terms—strategies that align with Universal Design for Learning (UDL) principles.

When struggling readers were encouraged to map their reading, their engagement and comprehension increased. For example, a student who previously avoided group activities began actively participating after receiving tailored support. They noted, “I feel like I finally get what we’re talking about, and it’s not as scary to speak up anymore.” This transformation underscores the importance of individualized strategies in promoting equity and inclusion.

Implications for Pedagogy and Research

The integration of active reading strategies has significant implications for both teaching practice and educational research. By shifting the focus from post-reading analysis to ongoing cognitive engagement, educators can better support diverse learners, including those who face literacy challenges. Future research might explore the long-term effects of active reading practices on academic achievement and student self-efficacy. Additionally, professional development programs should emphasize the role of active reading in promoting equitable and inclusive classrooms.

Conclusion

Reading is far from a passive act; it is a dynamic process that, when approached with an equity-focused lens, fosters engagement, critical thinking, and a sense of belonging. By modeling active reading, incorporating collaborative mapping strategies, and addressing the needs of struggling readers, educators can create classrooms that prioritize inclusivity and student well-being. When students see their voices, perspectives, and experiences reflected in the reading process, they are more likely to engage deeply and feel a sense of ownership over their learning. As we continue to advocate for pedagogical practices that dismantle barriers to literacy, we move closer to building classrooms—and workplaces—where every individual is valued, supported, and equipped to thrive.

Photo credit: Adobe Stock

References

Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading engagement: Effects of a proposed instructional strategy. Theory and Practice in Language Studies, 7(1), 37-. https://doi.org/10.17507/tpls.0701.05

ChanLin, L.-J. (2013). Reading strategy and the need of e-book features. Electronic Library, 31(3), 329–344. https://doi.org/10.1108/EL-08-2011-0127

Chaves Barrera, C., & Chapetón, C. M. (2019). Creating a book club with a critical approach to foster literacy practices. Folios, 50, 111–125. https://doi.org/10.17227/folios.50-10224

Habte, A., Bishaw, A., & Lechissa, M. (2021). Beyond policy narratives: Exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers. Smart Learning Environments, 8(1), 1–26. https://doi.org/10.1186/s40561-021-00171-w

Islamy, G. N., Setiyadi, A. B., & Suka, R. (2018). The correlation of students’ critical reading strategies and their reading comprehension achievement at the second grade of SMKN 1 Kotabumi. U-Jet: Unila Journal of English Language Teaching, 7(5). https://doi.org/10.23960/UJET.V7I5.201806

Mete, G. (2020). The impact of the reading engagement model on the 6th graders’ reading comprehension achievement. African Educational Research Journal, 8(3), 499–510. https://doi.org/10.30918/AERJ.83.20.104

Ramnarain, U., Ncube, R., & Teo, T. (2023). South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1217826

Song, N., Liu, J., Wang, X., Duan, Q., & Weng, M. (2022). Chinese humanities scholars’ reading of academic E‐books: A survey on reading strategies and tasks. Learned Publishing, 35(4), 625–639. https://doi.org/10.1002/leap.1490

Suacillo, C., Um, S., Velasquez, J., Villaflores, H., & Cequena, M. (2016). Critical reading strategies, reading comprehension and writing performance of ESL college students: A correlational study. International Journal of Advanced Research, 4(9), 610–623. https://doi.org/10.21474/IJAR01/1526

Toetenel, L., & Rienties, B. (2016). Learning Design – creative design to visualise learning activities. Open Learning, 31(3), 233–244. https://doi.org/10.1080/02680513.2016.1213626

Walsh, J. A. (2024). Challenging the status quo in secondary literature classrooms: A review of challenging traditional classroom spaces with YA literature: Students in community as course co‐designers. Journal of Adolescent & Adult Literacy, 67(5), 328–330. https://doi.org/10.1002/jaal.1323

Meet the Expert(s)

Dr. Sunaina Sharma

Instructor, Brock University and Ontario Secondary Teacher

Dr. Sunaina Sharma, a seasoned educator and school leader with over two decades of experience, prioritizes the needs of her learners above all else.

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