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Guided Independent Reading (GIR): a programme to nurture lifelong

dc.contributor.authorHsui, Victoria Y.
dc.date.accessioned2009-06-10T04:50:10Z
dc.date.available2009-06-10T04:50:10Z
dc.date.issued2000
dc.description.abstractThis article discusses a programme that the author has designed, which may be used as a supplementary reading programme in upper primary and lower secondary classrooms. It is designed for students who can read with varying degrees of proficiency, but who generally will not read for various reasons, such as failure to develop a love for reading, unavailability of appropriate reading materials, insufficient time to read extensively because of school demands, and lack of motivation to read extensively. The programme offers students opportunities to first discover, and then sustain interests within an environment that is relaxed and autonomous, yet appropriately structured. The primary objective of the programme is to develop a community of readers who share the pleasures of reading, motivate one another by example and interact with fellow readers in discussing texts read. This eclectic programme, termed Guided Independent Reading (GIR), draws from several approaches, largely culled from reading in English, that have been found to be effective in nurturing independent readers.en
dc.identifier.citationTeaching and Learning, 20(2), 31-39
dc.identifier.issn0129-7112
dc.identifier.urihttps://hdl.handle.net/10497/364
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.
dc.titleGuided Independent Reading (GIR): a programme to nurture lifelongen
dc.typeArticleen
dspace.entity.typePublication
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