Prethodno priopćenje
https://doi.org/10.15516/cje.v18i3.1994
Reading Aloud and Interpretative Reading in Class
Elenmari Pletikos Olof
; Department of Phonetics, Faculty of Humanities and Social Sciences, University of Zagreb
Jelena Vlašić Duić
; Department of Phonetics, Faculty of Humanities and Social Sciences, University of Zagreb
Sažetak
This work examines the place and importance of reading aloud in class in the framework of teaching reading skills and reading strategies. Reading aloud develops motivation for reading and improves reading fluency. Listening to and practising interpretative reading stimulate children's emotional and cognitive development, facilitate the understanding and memory of the content, and contribute to reading literacy. The aim of this paper is to examine how much time teachers devote to reading aloud in the class, how they coordinate it with reading strategies before, during and after the reading, how well teachers have learned interpretative reading and how often they use literature audio recordings. The results show that the majority of teachers (91.3%) often, i.e., one to three times a week, read aloud in class, and that the majority of teachers (80.6%) encourage pupils to read often in the classroom. The use of strategies before reading aloud is insufficient (29.6%), and literature audio recordings in teaching are used infrequently, especially by teachers with less experience, of whom one third never use them. The work suggests that in teacher interpretative reading special attention should be paid to affectivity. The paper hopes to encourage reading aloud in class by teachers, pupils and parents, as well as the use of literature audio recordings.
Ključne riječi
interpretative reading; literature audio recordings; read-aloud in class; reading literacy; reading strategies
Hrčak ID:
167972
URI
Datum izdavanja:
28.9.2016.
Posjeta: 4.462 *