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Reading across the curriculum: Secondary school students talk about themselves as readers

Christina Thornley and Trevor McDonald

To identify the specific needs of students with respect to literacy in the content areas, 21 students from Years 9-13 were interviewed about their views of themselves as readers and writers, and how their skills affected their learning. While a number of students identified themselves as competent, many felt that they lacked the motivation and skill to use written text effectively. In the light of this data, the authors advocate the need for the inclusion of strategic literacy instruction across all curriculum areas and sectors of the education system.

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