Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? (original) (raw)
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International Journal for Cross-Disciplinary Subjects in Education, 2012
This study disputed the general perception that disadvantaged students are unmotivated to read. Interviews with students in Year 5 classes at low SES schools in Queensland, Australia, provided evidence of underlying variation in the ways that engaged and disengaged readers observe and respond to their opportunities and experiences in reading at school and at home. Despite their shared disadvantaged backgrounds with disengaged readers, engaged students were more motivated to read, consistently engaged in classroom reading and often shared their reading with family members. While disengaged readers experienced motivational problems and failed to display a consistent reading engagement pattern in school and at home, most of them still considered themselves good readers and understood the importance of reading. We argue that disengaged readers were not utterly unmotivated and urge teachers to provide additional support to engage them in reading and to build on their extant reading motivation.
The Equity and Engagement Challenges of Teaching Reading in Middle School
2020
The point is to look at midlevel and high school students—those often encapsulated by the term ‘adolescent literacy’—and to ask what it is that makes those students less likely to engage in productive reading practice. That may at first look like a psychological question about motivation, which makes the challenge seem like it is something inside the student that needs attention or ‘fixing’. But the orientation here is instead more sociological. If we talk about instruction, in this case reading instruction, it is intrinsically interactive, between teacher and student most obviously, but also interactive between students and their peers (e.g. how ‘cool’ is reading viewed in their classroom), and even between student and author (e.g. prospective readers can ask: Why should I care about what this author could tell me?)
Countrywide the National Literacy Trust records there is a decline in Reading for Pleasure (RfP). This is of concern because: 'DfE 2015: one in 5 children can not read well by the age of 11 OECD: 2015-18% of 15 year-olds do not have minimum level of literacy proficiency Jerrim, J., & Shure, N. (2016): by final year of compulsory schooling in England the reading skills of children from disadvantaged backgrounds are on average almost three years behind those from the most affluent homes 1 in 11 children and young people in the UK miss the benefit of having their own books: Drops to 1 in 8 who receive free school meals (NLT 2018) 25% OF 15 year-olds have a reading age under 12_ (Read All About It, GL Assessments 2020) pre lockdown.' (Almond 2021)
Understanding boys (dis)engagement with reading for pleasure: Project findings
2017
Why do boys from low-income families appear to read for pleasure far less than other groups of young people? This research project provides new evidence that how reading is taught in schools influences different boys’ orientations to and engagement with reading for pleasure. It offers evidence that boys’ (dis)engagement is not simply a gender issue and that it also involves teacher perceptions of other aspects of boys’ social and learner identities, including ‘ability’, ethnicity and social class. The research was funded by the British Academy and the Leverhulme Foundation.
The politics of the teaching of reading
PROSPECTS, 2016
Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and ''reading wars'' have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and politicians. Public and media-driven controversies over the teaching of reading have resulted in intense public and professional debates over which specific methods and materials to use with beginning readers and with children who have reading difficulties. Recently, such debates have led to a renewed emphasis on reading proficiency and ''standardized'' approaches to teaching reading and engaging with literacy. The universal acceptance of the importance of learning to read has also led to vested interests in specific methods, reading programmes, and early literacy assessments amongst professional, business, commercial, and parental lobbying groups. This article traces these debates and the resulting growing support for a quantitative reductionist approach to early-reading programmes. Keywords Reading debates Á Reading policy Á Reading programmes Á Teaching of reading Political debates over the ''correct'' and the ''best'' method to teach reading during the early stages of learning to read in primary schools and infant classrooms have periodically surfaced since the beginning of compulsory education in Western countries. These debates and ''reading wars'' have often occurred in conjunction with serious public concerns over
2006
This pape r pres ents t he out comes of a critica l analysis o f jour nal art icles, gover nment report s and agenda s on literac y in lower Primary classro oms. While d iffere nt voices an d perspectives cle arly e merge, our c oncern is no t enga ging with or promo ting par ticula r viewpoints and a gendas per se. Rat her, t his pa per mov es bey ond de bate t o focu s on m apping these voice s onto the kin ds of litera cy/ies they charac terise , the instru ctiona l prac tices the y port ray, t he res earch frameworks t hey ut ilise, the issues they art iculat e, the group s they repre sent, the ve nues in which they are hea rd, th e audiences to which the y spea k, and the v isions they enc apsula te. In so do ing, we seek to find points of conne ction and coh erence to in form f uture direct ions f or enh ancing the n exus bet ween literac y rese arch, policy and p ractic e, wit h the ultima te aim of se eking to equ ip children to fun ction effect ively in increasin gly diverse and ch alleng ing literacy envir onment s.
Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it
New Zealand journal of educational studies, 2024
The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the "science of reading". They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the "science of reading" in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children's feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals' ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.