The practice of reading aloud in the high school: a preliminary investigation

Abstract

Purpose

The purpose of this paper is to investigate why reading aloud (RA), both by teachers and students, is such a common practice in high school classrooms. In particular, this investigation considers students’ views of why RA is practised and what are its effects.

Design/methodology/approach

The paper presents the results of two small focus group discussions, in which high school students were given the opportunity to express their responses to the notion of RA in the classroom. Their responses are considered in the context of theoretical views of RA: pedagogical, reader-response and social/vocational.

Findings

Analysis of responses revealed acknowledgement that RA is not only a useful skill but also that it is in the classroom, a site of anxiety and even conflict.

Research limitations/implications

The sample is small and of very circumscribed generalisability. The students’ responses indicate further questions that might usefully be asked about the purpose and value of RA, in school and in society.

Practical implications

The findings have implications for teachers’ practice, particularly in terms of the extent to which and the conditions in which students’ RA can develop confidence.

Originality/value

Although much has been written about the use of RA with young children, it remains under-researched in mainstream high schools.

Citation

Warner, L. and Crolla, C. (2015), "The practice of reading aloud in the high school: a preliminary investigation", English Teaching: Practice & Critique, Vol. 14 No. 3, pp. 419-426. https://doi.org/10.1108/ETPC-06-2015-0045