Cultivating a Reading Habit: Silent Reading at School
Title
Cultivating a Reading Habit: Silent Reading at School
Cultivating a Reading Habit: Silent Reading at School
Keywords: Reading, silent reading, extensive reading
Authors
Anson Yang, Ph.D.
SKH Li Fook Hing Secondary School, Hong Kong
Anson Yang, Ph.D.
SKH Li Fook Hing Secondary School, Hong Kong
Bio Data
Dr. Anson Yang is Vice Principal (Academics) at SKH Li Fook Hing Secondary School, an Anglican Church school where languages are of prime importance to students study. His research lies in reading, reading cultures, and the use of various literatures and newspapers in EFL classrooms. He is dedicated to making English-learning fun to all Chinese students in Hong Kong.
Abstract
In most EFL settings, reading is seen as related to language subjects only. Students rarely read for pleasure; they think that reading is part of the textbook-related activity. With the implementation of an extensive reading scheme and school-based assessment, students in Hong Kong begin to see reading a little differently. This paper investigates the effectiveness of a new whole-school approach reading scheme in a Chinese school in Hong Kong. Students read at least 15 minutes every school day in either Chinese or English. Results of the questionnaires and the interviews, conducted for teachers and students, indicate that teachers and students see the role of reading differently. It concludes that junior level students who have less public examination pressure enjoy reading better than the senior students. The paper informs educators in non-Asian countries as well; they will know why students from Asia are reluctant to read. The implication is that when reading has not been formed as a habit, holding up a book will be considered just part of school work.
In most EFL settings, reading is seen as related to language subjects only. Students rarely read for pleasure; they think that reading is part of the textbook-related activity. With the implementation of an extensive reading scheme and school-based assessment, students in Hong Kong begin to see reading a little differently. This paper investigates the effectiveness of a new whole-school approach reading scheme in a Chinese school in Hong Kong. Students read at least 15 minutes every school day in either Chinese or English. Results of the questionnaires and the interviews, conducted for teachers and students, indicate that teachers and students see the role of reading differently. It concludes that junior level students who have less public examination pressure enjoy reading better than the senior students. The paper informs educators in non-Asian countries as well; they will know why students from Asia are reluctant to read. The implication is that when reading has not been formed as a habit, holding up a book will be considered just part of school work.
[private]
See pages 115-129
[/private]Category: Main Editions, Volume 9 Issue 1
