HARK! Hands up who really loves their classroom reading program? TRI this: three approaches to reading instruction

Abstract

There is unequivocal evidence that student engagement in reading for enjoyment has many wide-ranging and long-term benefits. Yet, obstacles are mounting in terms of complexities, constraints and contentions. In light of growing concerns around students’ reading attainment and the place of contemporary children’s literature, as well as the imminent release of the Australian Curriculum: English Version 9.0, this article is well-timed to elucidate reading instruction. As educators prepare for the revised curriculum, it is important to examine reading demands, student entitlements and classroom practices. In this article, I consider and categorise curriculum content for coherence and cohesion. I outline different facets of reading instruction. I emphasise the vitalness of student engagement in reading for enjoyment (RfE) and the need for a dedicated RfE program. With reference to Dewey’s (1934) theory of aesthetic experience, Maxwell’s (1974) definitions of reading and Kalantzis’ et al. (2016) Learning by design model, I address complications and impediments. I situate RfE as one of three different but concurrent approaches to the teaching of reading. I position children’s literature at the heart of reading instruction. I aim to expand understanding around reading instruction with improved outcomes for students and teachers alike. In the spirit of promoting high-quality children’s literature, I employ playful palimpsests from prized picture book Hark. It’s me Ruby Lee! (Shanahan & Binny, 2017). I draw on literary devices from children’s literature to encourage its classroom usage. My hope is that this article not only advocates enjoyable reading experience, but also constitutes one.