Improving Reading and Reading Engagement in the 21st Century : International Research and Innovation

This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies. While students’ reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre. Front Matter....Pages i-xii Front Matter....Pages 1-1 Improving Reading and Reading Engagement: An International Focus....Pages 3-16 Engaging Readers in the Twenty-First Century: What We Know and Need to Know More....Pages 17-46 Front Matter....Pages 47-47 Advancing Reading Engagement and Achievement through Personal Digital Inquiry, Critical Literacy, and Skilful Argumentation....Pages 49-76 Key Issues in Research on Students’ Critical Reading and Learning in the 21st Century Information Society....Pages 77-98 Image–Language Interaction in Text Comprehension: Reading Reality and National Reading Tests....Pages 99-118 Reading the Future: The Contribution of Literacy Studies to Debates on Reading and Reading Engagement for Primary-Aged Children....Pages 119-140 Front Matter....Pages 141-141 Engaging Students in the “Joy of Reading” Programme in Finland....Pages 143-165 Reading Motivation and Strategy Use of Hong Kong Students: The Role of Reading Instruction in Chinese Language Classes....Pages 167-185 ‘Reading Was like My Nightmare but Now It’s My Thing’: A Narrative of Growth and Change of an Australian Indigenous Student....Pages 187-204 Engaging Children in Reading Activity through Collaboration in a Japanese Elementary School: An Activity-Theoretical Case Study....Pages 205-229 The Potential for Better Outcomes of Looking at What Our Language Tells Us about What We Do When We Read....Pages 231-251 Front Matter....Pages 253-253 Generating Data, Generating Knowledge: Professional Identity and the Strathclyde Literacy Clinic....Pages 255-268 Transforming Literacy Outcomes in High-Poverty Schools: An Evidence-Based Approach....Pages 269-301 A University-School Partnership Teacher-Teaching-Teacher Intervention Model To Promote Reading in Hong Kong: Issues and Challenges....Pages 303-331 Reading and Writing Connections: How Writing Can Build Better Readers (and Vice Versa)....Pages 333-350 Back Matter....Pages 351-359 Annotation This volume presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies. While students' reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre