Adults Reading Aloud

A Survey of Contemporary Practices in Britain

Bibliographic Data

ID8408786
AuthorsSam Duncan (0000-0002-6462-8329, University College London, corresponding author), Mark Freeman (0000-0003-4521-2720, University College London)
Year2020
Volume68
Issue1
Pages97-123
Publication date2020-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071005.2019.1610555
OpenAlexW2944300300
LanguageEN
Citations received4
References cited26

While much is written about reading aloud to children, and as a teaching tool, far less is known about the oral reading that adults do at home, at work or in the community. This article presents the results of a national survey into whether, what, how and why adults across Britain may read aloud rather than in silence. Analysing data from 529 questionnaire responses, the article examines the frequency with which different text types are read aloud, the formations in which this is done – alone, with one other person or in a group – and the purposes of reading aloud and being read to, with attention to differences according to gender and age. Findings suggest that reading aloud happens in a number of different ways and for different purposes, across contexts and life domains, and that it has a significant relationship with aspects of the lifecourse and with identity formation and performance

Aesthetics · Art · Developmental psychology · Identity (music) · Linguistics · Read aloud · Reading (process) · Reading aloud · Silence · Think aloud protocol · Computer Science · Library Science and Administration · Literacy, Media, and Education · Psychology · Reading and Literacy Development

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