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'What are we doing when we read?' - adult literacy learners' perceptions of reading

Duncan, Sam (2009) 'What are we doing when we read?' - adult literacy learners' perceptions of reading. Research in Post-Compulsory Education, 14 (3). pp. 317-331. ISSN 1359-6748

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Abstract

This article presents the results of a qualitative study into how adult literacy learners perceive reading. Individual interviews and focus groups were used to ask thirty-seven adult literacy learners at a London further education college what reading is. It follows a grounded theory approach to build a model, or narrative, of reading in the form of six interrelating aspects and seven findings for discussion. These findings include insights on metalanguage and phonic decoding, the distinction between how we read and how we learn to read, motivation and learning to read, the place of reading aloud, the manifold relationship between reading and time, reading as a social practice and reading as a distinctly asocial practice. Implications for the learning and teaching of adult emergent reading are presented for each finding.

Item Type: Article
Additional Information: This presents an original qualitative study into how adult literacy learners conceptualize reading. Interivews and focus groups were used to collect data from 37 learners and grounded theory was used to convert this data into a model of reading and seven findings with clear implications for adult emergent reading development. This is an electronic version of an article published in Duncan, Sam (2009) 'What are we doing when we read?' - adult literacy learners' perceptions of reading. Research in Post-Compulsory Education, 14 (3). pp. 317-331. Research in Post-Compulsory Education is available online at: http://www.informaworld.com/10.1080/13596740903139420
Divisions: IOE Departments > Departments > Lifelong and Comparative Education
Depositing User: IOE Repository Editor (2)
Date Deposited: 23 Mar 2010 17:10
Last Modified: 14 Oct 2013 12:07
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