Reading for pleasure: whose job is it to build lifelong readers in the classroom?

Rhoda Myra Garces-Bacsal, Ruanni Tupas, Sarinajit Kaur, Agnes Maria Paculdar, Emmanuel S. Baja

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


A survey questionnaire was administered to 146 MEd students enrolled in a teacher-training institute in Singapore to determine the strategies they use to promote engaged reading in the classroom. The majority of the teacher respondents when asked how they motivate students to read, wrote down Not Applicable, and 38% were unable to write down strategies to promote engaged reading. However, the results further indicate that even the non-devoted readers amongst them were able to identify sound literacy instructional strategies. This paper argues that the desirability of lifelong reading and the need for teachers to be accountable for its promotion should be culturally positioned within locally shaped realities and perceived from within the unique configuration of the results-driven context of the Singaporean educational landscape.

Original languageEnglish
Pages (from-to)95-102
Number of pages8
Issue number2
Publication statusPublished - May 2018
Externally publishedYes


  • lifelong readers
  • reader engagement
  • reading strategies
  • strategies for engaged reading
  • teacher education in Singapore
  • teachers as readers

ASJC Scopus subject areas

  • Education
  • Language and Linguistics


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