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    Reading aloud: Children's attitudes toward being read to at home and at school

    Access Status
    Fulltext not available
    Authors
    Ledger, S.
    Merga, Margaret
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Ledger, S. and Merga, M. 2018. Reading aloud: Children's attitudes toward being read to at home and at school. Australian Journal of Teacher Education. 43 (3): pp. 123-139.
    Source Title
    Australian Journal of Teacher Education
    DOI
    10.14221/ajte.2018v43n3.8
    ISSN
    1835-517X
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/66794
    Collection
    • Curtin Research Publications
    Abstract

    Whilst there exists a plethora of research about the benefits of reading aloud on children's literacy development and a range of government reports highlighting the positive investment return on early intervention strategies such as reading aloud, most literature is presented from an adult perspective. Limited research exists on children's attitudes toward being read to at home or school or the frequency of reading aloud practices that occur within these contexts. This mixed method study examines reading aloud practices in schools (N=21) and homes (N=220). It captures the attitude toward reading aloud practices from the viewpoint of 220 children aged between 6-12 years of age (Grade 1-6) across a representative range of diverse school contexts in Western Australian. The findings identify specific reading aloud practices, patterns of frequency and perceived barriers to reading aloud in the classroom and at home. The study provides support for the practice of reading aloud to be continued past the period of acquisition and independent reading. It raises concern about the low frequency of reading aloud practices at home and school and the early signs of a literacy. It also highlights the limited attention to affective domains of reading that occur in schools.

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