'Just Reading': The Impact of a Faster Pace of Reading Narratives on The Comprehension of Poorer Adolescent Readers in English Classrooms

Autor/inn/en	Westbrook, Jo; Sutherland, Julia; Oakhill, Jane; Sullivan, Susan
Titel	'Just Reading': The Impact of a Faster Pace of Reading Narratives on The Comprehension of Poorer Adolescent Readers in English Classrooms
Quelle	In: Literacy, 53 (2019) 2, S.60-68 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12141
Schlagwörter	Reading Comprehension; English Teachers; Foreign Countries; Novels; Standardized Tests; Reading Tests; Inferences; Teaching Methods; Reading Rate; Reading Skills; Reading Instruction; Secondary School Students; Reading Difficulties; United Kingdom (England) + Suchen Sie Ihr Suchwort? Leseverstehen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Ausland; Novel; Roman; Standadised tests; Standardisierter Test; Lesetest; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Reading readiness; Reading speed; Lesegeschwindigkeit; Reading skill; Lesefertigkeit; Leseunterricht; Sekundarschüler; Reading difficulty; Leseschwierigkeit
Abstract	Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read-through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging novels at a faster pace than usual in 12 weeks with their average and poorer readers ages 12-13. Ten teachers received additional training in teaching comprehension. Students in both groups made 8.5 months' mean progress on standardised tests of reading comprehension, but the poorer readers made a surprising 16 months progress but with no difference made by the training programme. Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned 'poorer readers' as 'good' readers, giving them a more engaged uninterrupted reading experience over a sustained period. However, the qualitative data showed that teachers with the additional training provided a more coherent faster read and better supported poorer readers by explicitly teaching inference, diagnosed students' 'sticking places' mid-text and created socially cohesive guided reading groups that further supported weaker readers and also stretched the average/good readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01