The Role of Engaged Scholarly Relationships in Enhancing the Pedagogy of Reading Proficiency
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| Title: | The Role of Engaged Scholarly Relationships in Enhancing the Pedagogy of Reading Proficiency |
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| Language: | English |
| Authors: | Shirley S. Mukhari, Debbie A. Sanders |
| Source: | Journal of Teaching and Learning. 2025 19(5):249-267. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Reading Research, Reading Skills, Language Proficiency, Reading Instruction, Teaching Methods, Elementary School Teachers, Reading Teachers, Language Teachers, Scholarship, Reading Improvement |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | In recent years, there has been a growing trend of academics and teachers collaborating in complementary associations. This is often achieved through engaged scholarship projects, such as those which aim to enhance learners' reading skills. A comprehensive review of the literature underscores the importance of pedagogical support in cultivating effective reading skills, with numerous engaged scholarly relationships focusing on reading-related support, to meet this need. This study investigated the essential role of engaged scholarly relationships in advancing pedagogical approaches to the teaching of reading. A qualitative participatory-action research approach was adopted, which enabled the researchers to interview 13 primary-school language teachers, who were purposively selected for their experiences and expertise in this field. Through interviews, the pivotal role of engaged scholarship projects in supporting the teaching and learning of reading was investigated. The findings are relevant, in that they bear testimony to the success of implementing engaged scholarship projects for improving the teaching and learning of reading. The researchers conclude that these projects enhance the teaching and learning of such skills, as reading proficiency and related literacy skills, provided that certain challenges are addressed, and strategies are implemented to support their progress. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490344 |
| Database: | ERIC |
| Abstract: | In recent years, there has been a growing trend of academics and teachers collaborating in complementary associations. This is often achieved through engaged scholarship projects, such as those which aim to enhance learners' reading skills. A comprehensive review of the literature underscores the importance of pedagogical support in cultivating effective reading skills, with numerous engaged scholarly relationships focusing on reading-related support, to meet this need. This study investigated the essential role of engaged scholarly relationships in advancing pedagogical approaches to the teaching of reading. A qualitative participatory-action research approach was adopted, which enabled the researchers to interview 13 primary-school language teachers, who were purposively selected for their experiences and expertise in this field. Through interviews, the pivotal role of engaged scholarship projects in supporting the teaching and learning of reading was investigated. The findings are relevant, in that they bear testimony to the success of implementing engaged scholarship projects for improving the teaching and learning of reading. The researchers conclude that these projects enhance the teaching and learning of such skills, as reading proficiency and related literacy skills, provided that certain challenges are addressed, and strategies are implemented to support their progress. |
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| ISSN: | 1492-1154 1911-8279 |
