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Interactive reading opportunities beyond the early years: What educators need to consider
Journal article   Peer reviewed

Interactive reading opportunities beyond the early years: What educators need to consider

M.K. Merga
Australian Journal of Education, Vol.61(3), pp.328-343
2017
DOI: https://doi.org/10.1177/0004944117727749
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Abstract

While the benefits of interactive reading opportunities, such as reading aloud and being read to, are well established, little is known about children’s attitudes toward, and perceptions of these practices beyond the early years. Research in this area can inform literacy instruction aimed at encouraging enjoyment and continuance of this practice. The 2016 Western Australian Study in Children’s Book Reading explored the attitudes of children aged 8–11 toward infrequency and cessation of interactive reading, their experiences of interactive reading with siblings, and the social and emotional effects that they felt listening to reading had on them. Children also described what they learned from listening to reading and reading aloud, as well as their attitudes toward reading aloud at school. Interactive reading experiences are complex and diverse social and educational events, with opportunities for shared reading experience related to growth in skill and confidence, and early cessation at home and at school heightening anxiety toward reading aloud.

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UN Sustainable Development Goals (SDGs)

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

#4 Quality Education

Source: InCites

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36 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
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