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    Interactive reading opportunities beyond the early years: What educators need to consider

    Access Status
    Fulltext not available
    Authors
    Merga, Margaret
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Merga, M. 2017. Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education. 61 (3): pp. 328-343.
    Source Title
    Australian Journal of Education
    DOI
    10.1177/0004944117727749
    ISSN
    0004-9441
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/68204
    Collection
    • Curtin Research Publications
    Abstract

    © 2017, © Australian Council for Educational Research 2017. While the benefits of interactive reading opportunities, such as reading aloud and being read to, are well established, little is known about children’s attitudes toward, and perceptions of these practices beyond the early years. Research in this area can inform literacy instruction aimed at encouraging enjoyment and continuance of this practice. The 2016 Western Australian Study in Children’s Book Reading explored the attitudes of children aged 8–11 toward infrequency and cessation of interactive reading, their experiences of interactive reading with siblings, and the social and emotional effects that they felt listening to reading had on them. Children also described what they learned from listening to reading and reading aloud, as well as their attitudes toward reading aloud at school. Interactive reading experiences are complex and diverse social and educational events, with opportunities for shared reading experience related to growth in skill and confidence, and early cessation at home and at school heightening anxiety toward reading aloud.

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