Reading for pleasure: whose job is it to build lifelong readers in the classroom?

A survey questionnaire was administered to 146 MEd students enrolled in a teacher‐training institute in Singapore to determine the strategies they use to promote engaged reading in the classroom. The majority of the teacher respondents when asked how they motivate students to read, wrote down Not Ap...

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Bibliographic Details
Published in:Literacy (Oxford, England) England), 2018-05, Vol.52 (2), p.95-102
Main Authors: Garces‐Bacsal, Rhoda Myra, Tupas, Ruanni, Kaur, Sarinajit, Paculdar, Agnes Maria, Baja, Emmanuel S.
Format: Article
Language:English
Subjects:
Classroom Techniques
Educational Practices
Educational Strategies
Foreign Countries
Graduate Students
Lifelong Learning
lifelong readers
Motivation Techniques
Questionnaires
reader engagement
Reading
Reading Motivation
reading strategies
Recreational Reading
strategies for engaged reading
teacher education in Singapore
Teacher Surveys
teachers as readers
Teaching Methods
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Summary:A survey questionnaire was administered to 146 MEd students enrolled in a teacher‐training institute in Singapore to determine the strategies they use to promote engaged reading in the classroom. The majority of the teacher respondents when asked how they motivate students to read, wrote down Not Applicable, and 38% were unable to write down strategies to promote engaged reading. However, the results further indicate that even the non‐devoted readers amongst them were able to identify sound literacy instructional strategies. This paper argues that the desirability of lifelong reading and the need for teachers to be accountable for its promotion should be culturally positioned within locally shaped realities and perceived from within the unique configuration of the results‐driven context of the Singaporean educational landscape.
ISSN:1741-4350
1741-4369
DOI:10.1111/lit.12151