Developing lifelong readers in the primary classroom

Abstract

The purpose of this study was to investigate the benefits of implementing Sustained Silent Reading (SSR), reading aloud and booktalk into an existing English reading programme at upper primary school level. The study was carried out with twenty five Year 5 children in a girls' church school in the North East of Malta. The main objective was to discover whether providing time in class for pleasurable reading and instigating discussions about English literature within a stress free setting would influence children's attitudes and motivation towards English reading. The three teaching strategies were implemented and observed over a period of six weeks from 13th January 2006 to 24th February 2006. Questionnaires, informal and structured interviews were administered to the class teacher, children and parents to provide information about attitudes and motivation towards reading English. The New Reading Analysis (NMRA) reading test was administered to assess the children's reading proficiency and comprehension in the English language. Results indicated that SSR, reading aloud and booktalk assisted in improving reading proficiency and comprehension skills together with the children's oral and written skills. Furthermore, the strategies had a positive impact on the children's attitude towards reading.