The practice of reading aloud in the high school: a preliminary investigationWarner, L. and Crolla, C. (2015) The practice of reading aloud in the high school: a preliminary investigation. English Teaching: Practice & Critique, 14 (3). pp. 419-426. ISSN 1175-8708 Full text not archived in this repository. It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. To link to this item DOI: 10.1108/ETPC-06-2015-0045 Abstract/SummaryThe paper considers students’ views of why reading aloud takes place and what are its effects.The results of two small focus-group discussions are presented, in which high school students were given the opportunity to express their responses to the practice of reading aloud in the classroom. Their responses are considered in the context of theoretical perspectives: pedagogical, reader-response and social/vocational. Analysis of responses reveals acknowledgement that reading aloud is not only a useful skill but also that it is a site of anxiety and even conflict.
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