Silent Reading and Discussion of Self-Selected Books in the Contemporary Classroom

Autor/in	Merga, Margaret
Titel	Silent Reading and Discussion of Self-Selected Books in the Contemporary Classroom
Quelle	In: English in Australia, 53 (2018) 1, S.70-82 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Sustained Silent Reading; Elementary School Students; Student Attitudes; High Stakes Tests; Educational Strategies; Foreign Countries; Discussion (Teaching Technique); English Instruction; Recreational Reading; Teaching Methods; Qualitative Research; Books; Semi Structured Interviews; Childrens Literature; Reading Material Selection; Personal Autonomy; Australia + Suchen Sie Ihr Suchwort? Stilles Lesen; Schülerverhalten; Lehrstrategie; Ausland; English langauage lessons; Englischunterricht; Häusliche Lektüre; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Individuelle Autonomie; Australien
Abstract	Silent reading and book discussion about books read for pleasure can increase reading frequency and support the strengthening of student engagement in the beneficial practice of recreational reading. However, little is known about children's attitudes toward and experiences of these pedagogical activities. Qualitative findings from 47 children aged eight to 11 across 24 elementary schools in Western Australia provide insight into this area of research. Silent reading is typically enjoyable, though dependent on the book, choice, access and reading environment, and it is vulnerable to inconsistent delivery. Very few children had the opportunity to discuss self-selected reading material in the classroom context, though the potential of this discussion for promoting a shared social experience and book recommendations was recognised. These mutually supportive strategies are best delivered separately, and greater consideration and value should be given to them, despite the current assessment-focused, high-stakes learning contexts of contemporary Australian schools. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01