Reading aloud: Children's attitudes toward being read to at home and at school
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 pers...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
Edith Cowan University
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/66794 |
| _version_ | 1848761394524061696 |
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| author | Ledger, S. Merga, Margaret |
| author_facet | Ledger, S. Merga, Margaret |
| author_sort | Ledger, S. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T10:30:59Z |
| format | Journal Article |
| id | curtin-20.500.11937-66794 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:30:59Z |
| publishDate | 2018 |
| publisher | Edith Cowan University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-667942018-08-13T06:42:16Z Reading aloud: Children's attitudes toward being read to at home and at school Ledger, S. Merga, Margaret 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. 2018 Journal Article http://hdl.handle.net/20.500.11937/66794 10.14221/ajte.2018v43n3.8 Edith Cowan University restricted |
| spellingShingle | Ledger, S. Merga, Margaret Reading aloud: Children's attitudes toward being read to at home and at school |
| title | Reading aloud: Children's attitudes toward being read to at home and at school |
| title_full | Reading aloud: Children's attitudes toward being read to at home and at school |
| title_fullStr | Reading aloud: Children's attitudes toward being read to at home and at school |
| title_full_unstemmed | Reading aloud: Children's attitudes toward being read to at home and at school |
| title_short | Reading aloud: Children's attitudes toward being read to at home and at school |
| title_sort | reading aloud: children's attitudes toward being read to at home and at school |
| url | http://hdl.handle.net/20.500.11937/66794 |