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  • Are Disadvantaged Students Unmotivated to Read? An Interview Study of Engaged and Disengaged Readers in Low SES Australian Schools

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    Accepted Manuscript (AM)
    Author(s)
    Ng, Chi-Hung
    Bartlett, Brendan
    Wyatt-Smith, Claire
    Wyvill, Janet
    Griffith University Author(s)
    Wyvill, Janet
    Bartlett, Brendan J.
    Wyatt-Smith, Claire M.
    Ng, Chi-Hung C.
    Year published
    2012
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    Abstract
    This study disputed the general perception that disadvantaged students are unmotivated to read. Interviews with students in Year 5 classes at low SES schools in Queensland, Australia, provided evidence of underlying variation in the ways that engaged and disengaged readers observe and respond to their opportunities and experiences in reading at school and at home. Despite their shared disadvantaged backgrounds with disengaged readers, engaged students were more motivated to read, consistently engaged in classroom reading and often shared their reading with family members. While disengaged readers experienced motivational ...
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    This study disputed the general perception that disadvantaged students are unmotivated to read. Interviews with students in Year 5 classes at low SES schools in Queensland, Australia, provided evidence of underlying variation in the ways that engaged and disengaged readers observe and respond to their opportunities and experiences in reading at school and at home. Despite their shared disadvantaged backgrounds with disengaged readers, engaged students were more motivated to read, consistently engaged in classroom reading and often shared their reading with family members. While disengaged readers experienced motivational problems and failed to display a consistent reading engagement pattern in school and at home, most of them still considered themselves good readers and understood the importance of reading. We argue that disengaged readers were not utterly unmotivated and urge teachers to provide additional support to engage them in reading and to build on their extant reading motivation.
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    Journal Title
    International Journal for Cross-Disciplinary Subjects in Education
    Volume
    2
    Issue
    SI 2
    DOI
    https://doi.org/10.20533/ijcdse.2042.6364.2012.0143
    Copyright Statement
    © 2012 Infonomics Society. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
    Subject
    Specialist Studies in Education not elsewhere classified
    Education Systems
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/60181
    Collection
    • Journal articles

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