Improving Reading and Reading Engagement in the 21st Century

Transcription

1 Improving Reading and Reading Engagement in the 21st Century

2 Clarence Ng Brendan Bartlett Editors Improving Reading and Reading Engagement in the 21st Century International Research and Innovation 123

3 Editors Clarence Ng Learning Sciences Institute Australia Australian Catholic University Brisbane, QLD Australia Brendan Bartlett Faculty of Education and Arts Australian Catholic University Virginia, QLD Australia ISBN ISBN (ebook) DOI / Library of Congress Control Number: Springer Nature Singapore Pte Ltd This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore , Singapore

4 Preface Reading matters! It is a pervasive feature of quality living, a learned feature of personal and social development that has extended the nature, scope, and effectiveness of day-to-day life from what readers have been able to do as agents in the earliest forms of the communicative arts to their interfaces with twenty-first-century digital literacy. Our purpose in this book is to open up to researchers, teachers, and others associated with effective instruction what has been happening in different parts of the world to help improve reading. In each of the chapters that follow is an account of research-based attempts to better understand and act on the compelling need to advance and improve reading. This work then is a basis for seeing what it is that improving readers do as they improve what innovations have been involved, what critical issues for promoting students engagement and reading improvement in the twenty-first century were identified, what research evidence and theoretical models underpinned these issues as critical and innovations as successful, and where further research has been signaled. Connections between research and practice are better and more enduring when they build on objectives, exploration, and discovery that are shared and valued in both domains. In education, such commonality is important around ensuring that issues critical to the instructional interface are anticipated, recognized, and accommodated through innovative pedagogy, policy, and resources. For example, researchers, educators, and communities want to know what changes, if any, are to be made in relation to twenty-first-century media, technology, and learning if students reading improvement is to achieved sustainably. Further, we would like to know more about the characteristics of reading engagement and what evidence is at hand that these are closely connected to how well students read not only in the texts and images of their literate lives, but also in the cognition and metacognition they build about reading, improving, and themselves as readers and improvers. We would also like to pursue what we have learned about negative effects on children s and young people s enjoyment of reading that have possible, if unintended, connection with community responses to systemic testing and reporting of national reading performances through comparative assessment such as the Program for v

5 vi Preface International Student Assessment (PISA) or Progress in International Reading Literacy Study (PIRLS). Demonstrable and trustworthy accounts of alliances of research and classroom innovation that will help progress areas of interest such as those mentioned above are pertinent to strengthening research practice connections and to improving how we go about improving reading in the twenty-first century. Authors of the 15 chapters in this book have attempted to provide accounts of where, how, and with what effect such strengthening has begun to happen. Brisbane, Australia Clarence Ng Brendan Bartlett

6 Contents Part I Context Improving Reading and Reading Engagement: An International Focus... 3 Clarence Ng and Brendan Bartlett Engaging Readers in the Twenty-First Century: What We Know and Need to Know More Clarence Ng and Steve Graham Part II New Literacies and Critical Reading Advancing Reading Engagement and Achievement through Personal Digital Inquiry, Critical Literacy, and Skilful Argumentation Julie Coiro Key Issues in Research on Students Critical Reading and Learning in the 21st Century Information Society Ivar Bråten and Jason L.G. Braasch Image Language Interaction in Text Comprehension: Reading Reality and National Reading Tests Len Unsworth Reading the Future: The Contribution of Literacy Studies to Debates on Reading and Reading Engagement for Primary-Aged Children Cathy Burnett vii

7 viii Contents Part III Reading Motivation and Strategy Instruction Engaging Students in the Joy of Reading Programme in Finland Annette Ukkola and Riitta-Liisa Korkeamäki Reading Motivation and Strategy Use of Hong Kong Students: The Role of Reading Instruction in Chinese Language Classes Kit-ling Lau Reading Was like My Nightmare but Now It s My Thing : A Narrative of Growth and Change of an Australian Indigenous Student Gina Blackberry and Clarence Ng Engaging Children in Reading Activity through Collaboration in a Japanese Elementary School: An Activity-Theoretical Case Study Katsuhiro Yamazumi The Potential for Better Outcomes of Looking at What Our Language Tells Us about What We Do When We Read Brendan Bartlett Part IV Partnership and Intervention Generating Data, Generating Knowledge: Professional Identity and the Strathclyde Literacy Clinic Sue Ellis, Jane Thomson and Jenny Carey Transforming Literacy Outcomes in High-Poverty Schools: An Evidence-Based Approach Eithne Kennedy A University-School Partnership Teacher-Teaching-Teacher Intervention Model To Promote Reading in Hong Kong: Issues and Challenges Barley Mak Reading and Writing Connections: How Writing Can Build Better Readers (and Vice Versa) Steve Graham and Karen R. Harris

8 Contents ix Appendix A: Means and Standard Deviations of Activities Occurring During Lessons Appendix B: Means and Standard Deviations of Activities Outside of School Appendix 1a Appendix 1b Appendix 1c

9 Contributors Brendan Bartlett Faculty of Education and Arts, Australian Catholic University, Brisbane, Australia Gina Blackberry Learning Sciences Institute Australia, Australian Catholic University, Brisbane, Australia Jason L.G. Braasch Department of Psychology, University of Memphis, Memphis, USA Ivar Bråten Department of Education, University of Oslo, Oslo, Norway Cathy Burnett Sheffield Institute of Education, Sheffield Hallam University, Sheffield, UK Jenny Carey School of Education, University of Strathclyde, Glasgow, Scotland, UK Julie Coiro School of Education, University of Rhode Island, Kingston, RI, USA Sue Ellis School of Education, University of Strathclyde, Glasgow, Scotland, UK Steve Graham Learning Sciences Institute Australia, Australian Catholic University, Banyo, Australia; Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, USA Karen R. Harris Learning Sciences Institute Australia, Australian Catholic University, Banyo, Australia; Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA Eithne Kennedy School of Language, Literacy and Early Childhood Education, Institute of Education, Dublin City University, Dublin, Ireland Riitta-Liisa Korkeamäki Faculty of Education, University of Oulu, Oulu, Finland Kit-ling Lau Faculty of Education, Chinese University of Hong Kong, Sha Tin, Hong Kong xi

10 xii Contributors Barley Mak The Chinese University of Hong Kong, Sha Tin, Hong Kong Clarence Ng Learning Sciences Institute Australia, Australian Catholic University, Brisbane, Australia Jane Thomson School of Education, University of Strathclyde, Glasgow, Scotland, UK Annette Ukkola Faculty of Education, University of Oulu, Oulu, Finland Len Unsworth Learning Sciences Institute Australia, Brisbane, Australia; Australian Catholic University, Sydney, Australia Katsuhiro Yamazumi Department of Elementary Education, Kansai University, Osaka, Japan