Logo image
Back
“I don't know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined?
Journal article   Peer reviewed

“I don't know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined?

M.K. Merga
English in Education, Vol.50(3), pp.255-269
2016
DOI: https://doi.org/10.1111/eie.12126
url
Link to Published Version *Subscription may be requiredView

Abstract

The benefits of regular recreational reading for literacy development have been widely acknowledged, and as such, encouraging children to be life-long readers is an educational imperative. Teachers who are models of keen recreational reading can play an important role in fostering a keen love of reading in children, so that they regularly engage in the practice. However, it is not known if all teachers have the time, inclination and awareness to actively model a love of reading in their classrooms. This article explores data from the 2016 Western Australian Study in Children's Book Reading to ascertain which teacher behaviours and attitudes children deem indicative of a love of reading. While many children did not know if their teachers liked reading or not, teachers who were perceived to be readers talked about books in the context of pleasure, were seen to read independently at school, and read aloud to the class with expression and emotional connection.

Details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Metrics

82 Record Views
38 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Citation topics
6 Social Sciences
6.69 Language & Linguistics
6.69.218 Reading Acquisition
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
Logo image