Motivating and Improving Attitudes to Reading in the Final Years of Primary Schooling in Five New Zealand Schools

Autor/inn/en	Fletcher, Jo; Grimley, Michael; Greenwood, Janinka; Parkhill, Faye
Titel	Motivating and Improving Attitudes to Reading in the Final Years of Primary Schooling in Five New Zealand Schools
Quelle	In: Literacy, 46 (2012) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1741-4369.2011.00589.x
Schlagwörter	Reading Achievement; Early Adolescents; Reading Instruction; Foreign Countries; Novels; Picture Books; Expertise; School Libraries; Reading Attitudes; Reading Motivation; Reading Improvement; Children; Reading Programs; Literacy; Literacy Education; Literature Appreciation; Case Studies; Elementary School Students; Reading Aloud to Others; New Zealand; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Leseleistung; Leseunterricht; Ausland; Novel; Roman; Picture book; Bilderbuch; Expert appraisal; School library; Schulbibliothek; Reading behavior; Rading behaviour; Leseverhalten; Lesemotivation; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Literarische Wertung; Case study; Fallstudie; Case Study; Neuseeland
Abstract	Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10- to 12-year-old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age-related, high-interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered "cool" at this time of early adolescence and initiate strategies to make reading fun. (Contains 3 tables and 5 notes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10