Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20039
Title: 
Authors: 
Keywords: 
Teacher education in Singapore
Teachers as readers
Lifelong readers
Reading strategies
Reader engagement
Strategies for engaged reading
Issue Date: 
2018
Citation: 
Garces-Bacsal, R. M., Tupas, R., Sarinajit Kaur, Paculdar, A. M., & Baja, E. S. (2018). Reading for pleasure: Whose job is it to build lifelong readers in the classroom? Literacy, 52(2), 95–102.
Abstract: 
A survey questionnaire was administered to 146 MEd students enrolled in a teacher-training institute in
Singapore to determine the strategies they use to promote engaged reading in the classroom. The majority
of the teacher respondents when asked how they motivate students to read, wrote down Not Applicable, and
38% were unable to write down strategies to promote engaged reading. However, the results further indicate
that even the non-devoted readers amongst them were able to identify sound literacy instructional strategies.
This paper argues that the desirability of lifelong reading and the need for teachers to be accountable for its
promotion should be culturally positioned within locally shaped realities and perceived from within the
unique configuration of the results-driven context of the Singaporean educational landscape.
Description: 
This is the final draft, after peer-review, of a manuscript published in Literacy. The published version is available online at https://doi.org/10.1111/lit.12151
URI: 
ISSN: 
1741-4350 (print)
1741-4369 (online)
Other Identifiers: 
10.1111/lit.12151
Appears in Collections:Journal Articles

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