Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17681
Title: 
Authors: 
Keywords: 
Reading
English
Primary school
Textbook analysis
Issue Date: 
2012
Citation: 
Jones, S. A. (2012). Recontextualising reading, rethinking teaching: Reading in the English medium primary school in Singapore. Education 3-13, 40(3), 243-258. http://dx.doi.org/10.1080/03004279.2010.512564
Abstract: 
In this article theoretical frameworks of genre theory, reading strategies and situated learning are used to show the complexity of the reading task for pupils in the English medium upper primary school in Singapore. An analysis of text genres from school textbooks of English, maths and science at primary three, shows how reading appropriately in the different disciplines requires the application of specific reading strategies, knowledge and attitudes. Content and process frameworks for teaching reading strategies are considered in the light of the analysis. The article concludes that recontextualising reading in this way involves rethinking the teaching of reading in the English medium primary school which requires teachers to increase our knowledge of discipline specific texts through text analysis and to deepen our knowledge of children’s reading by talking to them about it.
Description: 
This is the final draft, after peer-review, of a manuscript published in Education 3-13. The published version is available online at http://dx.doi.org/10.1080/03004279.2010.512564
URI: 
ISSN: 
0300-4279 (print)
1475-7575 (online)
Other Identifiers: 
10.1080/03004279.2010.512564
Appears in Collections:Journal Articles

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