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The Learning Conference 2003

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Presentation Details


More Than Reading

Glenda Raison.

This workshop reports on a collaborative reading instructional strategy designed to enhance the reading skills of students with diverse needs in mainstream classes.

In most schools, there are enthusiastic, engaged and motivated students who choose to read and others who either avoid reading altogether or are unwilling to spend their time reading. In the middle years of school, these reluctant readers often fall behind their peers and experience reading difficulties. To learn to read well, all students need to read and respond to thought-provoking age appropriate books. However reluctant readers are sometimes offered compensatory reading programs which focus on a narrow skills-based view of reading. Drawing on school-based research I will argue that effective reading instructional practices should integrate the cognitive, motivational and social aspects of reading. Specifically, I will focus on factors influencing students intrinsic motivation to read and the development of autonomous readers in contexts that explore the value of explicit and implicit reading instruction; autonomy support for students; and the establishment of a classroom community in which shared understandings and a common language for talking about reading are developed.

The Cooperative Reading instructional framework discussed in this paper combines cooperative learning and literature-based reading. To illustrate how Cooperative Reading supports diverse students’ learning I will present research findings indicating that positive outcomes related to reading engagement, motivation and reading development can be achieved when students learn how to work together to achieve common goals and are encouraged to say and defend what they think through participation in discussions.


Glenda Raison  (Australia)
School of Education Languages and Social Work
Curtin University

After teaching for many years in primary classrooms in Western Australia, Glenda was involved in the development and implementation of the First Steps writing and reading resources. In more recent years while working as an educational consultant, she conducted professional development seminars for classroom teachers and contributed to a number national literacy projects and other curriculum initiatives. Glenda now lectures at Curtin University of Technology in W.A.

  • Reading
  • Primary students
  • Reading difficulties
  • Intrinsic motivation
  • Cooperative learning
  • Empowerment
  • Autonomy
  • Social interaction

(60 min Workshop, English)