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ERIC Number: ED472037
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Squeezing-Out the Juice: Perceptions of Reading in the Secondary School. SCRE Spotlights.
Allan, Jenny; Bruton, Annette
The ability to read fluently and make use of text is crucial for all learners. The training of secondary teachers, however, takes almost no account of this. Reading skills develop and change as the individual meets new situations and demands throughout life. Reading should be understood as a complex process of making meaning from text, for a variety of purposes and in a wide range of contexts. A study examined perceptions of reading in view of growing anecdotal evidence of an increase in students arriving in secondary schools without basic reading skills, i.e., unable to extract any meaning from written text. Also, the two researchers, as leaders of teacher inservice courses, wanted to gain a clearer understanding of what teachers in the secondary school need to know about the reading process and the teaching of reading skills. The sample was one S1 class and all the teachers who taught it in three secondary schools--a pilot study in a fourth school generated data before the main data collection. In the main phase, 34 teachers of all subjects were surveyed (and 67 students). In the vast majority of the questionnaire responses and interviews there was clear evidence of teachers' awareness of the central importance of reading to children's learning. Of the 34 teachers, 24 thought that reading is taught and 31 that it should be taught. Most teachers were concerned that they knew little about reading. They feel the need for more support and training in how to develop students' reading skills. (NKA)
Scottish Council for Research in Education, 61 Dublin St., Edinburgh, EH3 6NL, Scotland, United Kingdom. Web site: http://www.scre.ac.uk; e-mail: scre.info@scre.ac.uk. For full text: http://www.scre.ac.uk/spotlight/spotlight61.html.
Publication Type: Guides - Non-Classroom; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.
Identifiers - Location: United Kingdom (Scotland)