ERIC Number: ED442076
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Show Us How: A School-Wide Programme for Reluctant Readers.
Westerns Springs College in Auckland, New Zealand is an inner city coeducational secondary school of 670 multicultural and diverse students. Achievement test results in reading comprehension and vocabulary grouped students at the top and bottom of the scale. Reading was identified as a significant barrier to learning and in 1997 staff agreed to begin sustained silent reading (SSR) in conjunction with a peer reading program for those students who needed support. The aim was to establish communities of readers. The program took place in vertical form time with the form tutor--vertical forms are made up of students from year 9 to year 13. Ethnic groups are organized into the same form: Maori, Samoan, Cook Island, Tongan, Nuiean, and Japanese. To find out what students thought about SSR and why a growing number were reluctant readers, a research project was carried out using problem-based methodology developed by Robinson (1993). Selected students were interviewed, and practices, reading behaviors, and constraints were summarized for each student, who was then classified as a reluctant reader or a reader. The readers were focused on the material and clear about their preferences and selections; they were intrinsically motivated. The eight reluctant readers read for less than 10 minutes out of the 20-minute reading session. Reluctant readers focused on the external locus of control. They were not ready to fulfill the model of SSR where the locus of control was on the student--they needed support. (Contains a 12-item bibliography.) (NKA)
Descriptors: Diversity (Student), Foreign Countries, Inner City, Locus of Control, Reading Programs, Reading Research, Secondary Education, Student Attitudes, Sustained Silent Reading
Web site: http://www.nyu.edu/education/teachlearn/ifte/maguin.htm.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand