Grade six learners' supplementary reading practices : a case study

Abstract

In this thesis it is argued that attempts by teachers to 'simulate' middle class home based reading practices in working class schools is not effective in building a reading culture among young learners. The "mismatch' between learners' home and school cultures inhibits this. Instead, an understanding of the different ways in which learners construct their view of literacy through their interactions at school should be sought. This can be achieved through an analysis of a range of literate actions and interactions in the school context. As reading is associated with academic success more generally" it is proposed that integrating supplementary reading into mainstream academic subjects, particularly ,,"here those subjects are interesting to learners, is more effective in the promotion of reading practices than the traditional provision of supplementary reading material. Thus, it is proposed that supplementary reading should be introduced to support mainstream academic work, particularly in those subjects which are of interest to learners at this level. But offering learners a variety of reading situations in this research project. it was found that learners felt more "empowered' to make reading choices and to become intrinsically motivated to read. What has emerged from this research is that children's reading is very complex - and if it is to be adequately supported, it is likely to need a "multipronged' approach, By this it is meant that it not sufficient to offer supplementary reading texts and activities at school when these are not consistent with practices in the home.