Improving Reading and Reading Engagement in the 21st Century: International Research and Innovation

360 Pages·2017·5.017 MB·English

by  Clarence Ng, Brendan Bartlett (eds.)

Clarence Ng
Brendan Bartlett Editors
Improving Reading
and Reading
Engagement in the
21st Century
International Research and Innovation
Improving Reading and Reading Engagement
in the 21st Century
Clarence Ng Brendan Bartlett
(cid:129)
Editors
Improving Reading
and Reading Engagement
in the 21st Century
International Research and Innovation
123
Editors
Clarence Ng Brendan Bartlett
Learning SciencesInstitute Australia Faculty of Education andArts
Australian Catholic University Australian Catholic University
Brisbane, QLD Virginia, QLD
Australia Australia
ISBN978-981-10-4330-7 ISBN978-981-10-4331-4 (eBook)
DOI 10.1007/978-981-10-4331-4
LibraryofCongressControlNumber:2017935831
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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 effec-
tivenessofday-to-day lifefrom whatreaders havebeenable todoasagents inthe
earliestformsofthecommunicativeartstotheirinterfaceswithtwenty-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
needtoadvanceandimprovereading.Thisworkthenisabasisforseeingwhatitis
thatimprovingreaders doastheyimprove—whatinnovationshavebeeninvolved,
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,andcommunitieswanttoknowwhatchanges,ifany,areto
be made in relation to twenty-first-century media, technology, and learning if stu-
dents’ reading improvement is to achieved sustainably. Further, we would like to
knowmoreaboutthecharacteristicsofreadingengagementandwhatevidenceisat
handthatthesearecloselyconnectedtohowwellstudentsreadnotonlyinthetexts
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
wouldalsoliketopursuewhatwehavelearnedaboutnegativeeffectsonchildren’s
and young people’s enjoyment of reading that have possible, if unintended, con-
nection with community responses to systemic testing and reporting of national
reading performances through comparative assessment such as the Program for
v
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
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 .... .... .... .... .... ..... .... 17
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 .... .... .... ..... .... .... .... .... .... ..... .... 49
Julie Coiro
Key Issues in Research on Students’ Critical Reading and Learning
in the 21st Century Information Society. .... .... .... .... ..... .... 77
Ivar Bråten and Jason L.G. Braasch
Image–Language Interaction in Text Comprehension: Reading
Reality and National Reading Tests. .... .... .... .... .... ..... .... 99
Len Unsworth
Reading the Future: The Contribution of Literacy Studies
to Debates on Reading and Reading Engagement
for Primary-Aged Children .. ..... .... .... .... .... .... ..... .... 119
Cathy Burnett
vii
viii Contents
Part III Reading Motivation and Strategy Instruction
Engaging Students in the “Joy of Reading” Programme
in Finland .... .... .... .... ..... .... .... .... .... .... ..... .... 143
Annette Ukkola and Riitta-Liisa Korkeamäki
Reading Motivation and Strategy Use of Hong Kong Students:
The Role of Reading Instruction in Chinese Language Classes.... .... 167
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. .... .... ..... .... .... .... .... .... ..... .... 187
Gina Blackberry and Clarence Ng
Engaging Children in Reading Activity through Collaboration
in a Japanese Elementary School: An Activity-Theoretical
Case Study.... .... .... .... ..... .... .... .... .... .... ..... .... 205
Katsuhiro Yamazumi
The Potential for Better Outcomes of Looking at What Our
Language Tells Us about What We Do When We Read .... ..... .... 231
Brendan Bartlett
Part IV Partnership and Intervention
Generating Data, Generating Knowledge: Professional Identity
and the Strathclyde Literacy Clinic. .... .... .... .... .... ..... .... 255
Sue Ellis, Jane Thomson and Jenny Carey
Transforming Literacy Outcomes in High-Poverty Schools:
An Evidence-Based Approach ..... .... .... .... .... .... ..... .... 269
Eithne Kennedy
A University-School Partnership Teacher-Teaching-Teacher
Intervention Model To Promote Reading in Hong Kong:
Issues and Challenges... .... ..... .... .... .... .... .... ..... .... 303
Barley Mak
Reading and Writing Connections: How Writing Can Build Better
Readers (and Vice Versa).... ..... .... .... .... .... .... ..... .... 333
Steve Graham and Karen R. Harris
Contents ix
Appendix A: Means and Standard Deviations of Activities
Occurring During Lessons. .... .... .... .... ..... .... 351
Appendix B: Means and Standard Deviations of Activities
Outside of School .... .... .... .... .... .... ..... .... 353
Appendix 1a .. .... .... .... ..... .... .... .... .... .... ..... .... 355
Appendix 1b .. .... .... .... ..... .... .... .... .... .... ..... .... 357
Appendix 1c... .... .... .... ..... .... .... .... .... .... ..... .... 359
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 SchoolofEducation, University ofStrathclyde, Glasgow,Scotland,
UK
JulieCoiro SchoolofEducation,UniversityofRhodeIsland,Kingston,RI,USA
Sue Ellis School ofEducation, University ofStrathclyde, 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-LiisaKorkeamäki FacultyofEducation,UniversityofOulu,Oulu,Finland
Kit-ling Lau Faculty of Education, Chinese University of Hong Kong, Sha Tin,
Hong Kong
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