Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t Do It

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aut.relation.endpage14
aut.relation.journalNew Zealand Journal of Educational Studies
aut.relation.startpage1
dc.contributor.authorMilne, John
dc.date.accessioned2024-05-27T02:15:28Z
dc.date.available2024-05-27T02:15:28Z
dc.date.issued2024-03-26
dc.description.abstractThe learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.
dc.identifier.citationNew Zealand Journal of Educational Studies, ISSN: 0028-8276 (Print); 2199-4714 (Online), Springer Science and Business Media LLC, 1-14. doi: 10.1007/s40841-024-00314-w
dc.identifier.doi10.1007/s40841-024-00314-w
dc.identifier.issn0028-8276
dc.identifier.issn2199-4714
dc.identifier.urihttp://hdl.handle.net/10292/17601
dc.languageen
dc.publisherSpringer Science and Business Media LLC
dc.relation.urihttps://link.springer.com/article/10.1007/s40841-024-00314-w
dc.rightsOpen Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
dc.rights.accessrightsOpenAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subject3901 Curriculum and Pedagogy
dc.subject39 Education
dc.subjectBehavioral and Social Science
dc.subjectBasic Behavioral and Social Science
dc.subject7 Management of diseases and conditions
dc.subject7.1 Individual care needs
dc.subject4 Quality Education
dc.subject13 Education
dc.subjectEducation
dc.subject39 Education
dc.titleDeveloping Volitional Readers Requires Breadth and Balance: Skills Alone Won’t Do It
dc.typeJournal Article
pubs.elements-id543598
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