Papers & Workshops



Putting Children Through their p.a.c.e.s. in an After Hours Literacy Centre: Parent and Student Perceptions of Oral Reading Changes

Nita Smith-King and Helen Harrison

Faculty of Education, University of Sydney, Australia

Understanding what reading is about ([p]ersonal meaning), being able to read ([a]ction), sharing with other readers ([c]ollaboration), willingness to engage in the reading process ([e]mpowerment) and feeling good as a reader ([s]elf affirmation): these are the p.a.c.e.s conditions of learning as applied to oral reading in an after hours literacy centre. These conditions of learning are intentionally implemented by a teacher who models to parents how to listen to children read. Although there is a quantity of written anecdotal evidence that parents have observed significant changes in their children,s oral reading there had been no formal study. Parents and children were asked to rate each of these conditions of learning at two stages: on entry to the centre and after approximately two terms. Comparisons were made within and between subjects using ANOVA. Results indicated children were significantly less likely to discern progress. Tape recording entry reading is suggested so children can refer back to that later. Other recommendations are included.
  Presentation Format: 45 min. paper

RMIT, Melbourne, Australia

5-9 July 2000