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dc.contributor.authorMerga, Margaret
dc.date.accessioned2018-08-08T04:42:17Z
dc.date.available2018-08-08T04:42:17Z
dc.date.created2018-08-08T03:50:51Z
dc.date.issued2018
dc.identifier.citationMerga, M. 2018. Silent reading and discussion of self-selected books in the contemporary classroom. English in Australia. 53 (1): pp. 70-82.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/69771
dc.description.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.

dc.publisherAATE
dc.relation.urihttps://search.informit.com.au/documentSummary;dn=702325343670795;res=IELHSS
dc.titleSilent reading and discussion of self-selected books in the contemporary classroom
dc.typeJournal Article
dcterms.source.volume53
dcterms.source.number1
dcterms.source.startPage70
dcterms.source.endPage82
dcterms.source.issn0046-208X
dcterms.source.titleEnglish in Australia
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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