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Reading aloud in high schools: students and teachers across the curriculum

Warner, L., Crolla, C., Goodwyn, A., Hyder, E. and Richards, B. (2016) Reading aloud in high schools: students and teachers across the curriculum. Educational Review, 68 (2). pp. 222-238. ISSN 1465-3397

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To link to this item DOI: 10.1080/00131911.2015.1067881

Abstract/Summary

Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers’ attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows that, although they have little training in reading aloud, they are extremely confident. Reading aloud by students and teachers is strongly related, and serves to further understanding rather than administrative purposes or pupils’ enjoyment. Unexpectedly, Modern Language teachers express views that set them apart from other subjects.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism
Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:43350
Publisher:Routledge

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