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Full-Text Articles in Education
Textbook Aliteracy In Teacher Education: Information Everywhere, But How Much Do They Read?, Rosalind R. Gann, L. Kathryn Sharp, Scott Mcilquham
Textbook Aliteracy In Teacher Education: Information Everywhere, But How Much Do They Read?, Rosalind R. Gann, L. Kathryn Sharp, Scott Mcilquham
ETSU Faculty Works
This article explores the problem of textbook aliteracy, i.e. the failure to read assigned texts despite the ability to do so. Constructivism is its theoretical frame. Teacher education students at a medium-sized university in the Southern Appalachian Mountains were surveyed on their textbook reading practices. Ninety percent of the 116 students completing the survey reported studying instructors’ power points in preference to completing assigned readings, at least some of the time. All were readers, though a majority (68%) reported at least some difficulty reading assigned texts. Often, they appeared to be avoiding the challenges posed by demanding text. The authors …
Should Silent Reading Feature In A Secondary School English Programme? West Australian Students' Perspectives On Silent Reading, Margaret Merga
Should Silent Reading Feature In A Secondary School English Programme? West Australian Students' Perspectives On Silent Reading, Margaret Merga
Research outputs 2013
The purpose of my article is to provide an opportunity for reflection on the merit of incorporating Silent Reading into secondary learning programmes. The role of Silent Reading in the learning programme has been the subject of recent research, yielding mixed findings. I explore the current issues that have arisen in research which warrant the consideration of practitioners, with a particular focus on adolescent learners. These issues are subsequently examined in light of findings from the recent West Australian Study in Adolescent Book Reading. Qualitative data from semi-structured, dyadic interviews were gathered and analysed, with the reflections of students providing …