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Reading beyond fiction : how are informational texts maximized in Singapore primary classrooms?
Author
Chua, Jacqueline Pei Lin
Supervisor
Wong, Ruth
Abstract
Many studies have shown the importance and benefits of including informational texts for young children in early schooling. When given the opportunity, young children have the ability to interact and engage with informational texts. However, it is common for teachers to teach young children using fiction texts as some educators believe that these texts are the easiest to understand. Children are usually exposed to informational texts at the upper primary level. In recent years, studies have shown teachers using informational texts in the early grades. No study has been done in Singapore on the use of informational texts in the lower primary classroom. This study serves to address this issue, exploring in detail two Primary Two classrooms in an SAP school.
Using a mixed method research, the study aimed to examine the extent to which informational texts are used in the early grades and how teachers and pupils respond to fiction and informational texts. The interaction patterns during the lessons were investigated through lesson observations. To gain more insights, interviews were conducted with teachers and pupils.
Through the interview with pupils, the underlying reasons for them to read a fiction or an informational book outside the classroom were ascertained. This was necessary to find out their attitudes towards fiction and informational books, which helped to explain the interaction patterns in the findings. The findings from the interview revealed that the home environment and exposure to the different genres were major factors that would affect the choice of a particular genre. These factors also affected the pupils’ responses towards fiction and informational texts during the classroom discussion.
To analyse the classroom discussion, interactional features were used. The findings showed that the teachers and pupils responded to fiction and informational texts differently. The teachers were clearly aware of the differences between fiction and informational texts, as evident in the way they scaffolded and questioned the pupils during discussion. During the lessons with informational texts, the interaction pattern was natural and conversationlike as the pupils took more turns before the teacher’s turn. The pupils raised questions often too. Text features were also highlighted and discussed.
To gain more insight, it was essential to interview the teachers to find out how they used informational texts effectively in class. The two teachers acknowledged the importance of including informational texts in the Primary Two classroom. However, in reality, both teachers did not allocate equal amount of time between fiction and nonfiction. A tight curriculum and time were cited as the major obstacles to conducting more effective informational lessons.
During the interview, the teachers suggested another strategy, KWL, to be used besides SBA, which is the instructional strategy recommended for teaching reading in the STELLAR programme, a recommended national programme for the teaching of English in Singapore schools. Follow-up activities were also shared by the teachers. The concluding chapter, explores teaching implications and discusses the limitations and challenges of this study.
Using a mixed method research, the study aimed to examine the extent to which informational texts are used in the early grades and how teachers and pupils respond to fiction and informational texts. The interaction patterns during the lessons were investigated through lesson observations. To gain more insights, interviews were conducted with teachers and pupils.
Through the interview with pupils, the underlying reasons for them to read a fiction or an informational book outside the classroom were ascertained. This was necessary to find out their attitudes towards fiction and informational books, which helped to explain the interaction patterns in the findings. The findings from the interview revealed that the home environment and exposure to the different genres were major factors that would affect the choice of a particular genre. These factors also affected the pupils’ responses towards fiction and informational texts during the classroom discussion.
To analyse the classroom discussion, interactional features were used. The findings showed that the teachers and pupils responded to fiction and informational texts differently. The teachers were clearly aware of the differences between fiction and informational texts, as evident in the way they scaffolded and questioned the pupils during discussion. During the lessons with informational texts, the interaction pattern was natural and conversationlike as the pupils took more turns before the teacher’s turn. The pupils raised questions often too. Text features were also highlighted and discussed.
To gain more insight, it was essential to interview the teachers to find out how they used informational texts effectively in class. The two teachers acknowledged the importance of including informational texts in the Primary Two classroom. However, in reality, both teachers did not allocate equal amount of time between fiction and nonfiction. A tight curriculum and time were cited as the major obstacles to conducting more effective informational lessons.
During the interview, the teachers suggested another strategy, KWL, to be used besides SBA, which is the instructional strategy recommended for teaching reading in the STELLAR programme, a recommended national programme for the teaching of English in Singapore schools. Follow-up activities were also shared by the teachers. The concluding chapter, explores teaching implications and discusses the limitations and challenges of this study.
Date Issued
2013
Call Number
LB1525 Chu
Date Submitted
2013