Document Type
Journal Article
Publisher
Wiley
Faculty
Graduate Research School
School
Graduate Research School
RAS ID
16843
Abstract
The purpose of my article is to provide an opportunity for reflection on the merit of incorporating Silent Reading into secondary learning programmes. The role of Silent Reading in the learning programme has been the subject of recent research, yielding mixed findings. I explore the current issues that have arisen in research which warrant the consideration of practitioners, with a particular focus on adolescent learners. These issues are subsequently examined in light of findings from the recent West Australian Study in Adolescent Book Reading. Qualitative data from semi-structured, dyadic interviews were gathered and analysed, with the reflections of students providing insight into the current status of Silent Reading in secondary schools, and the efficacy of elements of contemporary models of Silent Reading.
DOI
10.1111/eie.12026
Access Rights
free_to_read
Comments
This is the pre-peer reviewed version of the following article: Merga, M. (2013). Should silent reading feature in a secondary school English programme? West Australian students' perspectives on silent reading. English in Education, 47(3), 229-244., which has been published in final form here. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.