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    Silent reading and discussion of self-selected books in the contemporary classroom

    Access Status
    Fulltext not available
    Authors
    Merga, Margaret
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Merga, M. 2018. Silent reading and discussion of self-selected books in the contemporary classroom. English in Australia. 53 (1): pp. 70-82.
    Source Title
    English in Australia
    Additional URLs
    https://search.informit.com.au/documentSummary;dn=702325343670795;res=IELHSS
    ISSN
    0046-208X
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/69771
    Collection
    • Curtin Research Publications
    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.

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