Reading Culture of Primary Schools in Sanandaj: a Mixed Research

پژوهشنامه کتابداری و اطلاع رسانی

Article 16, Volume 9, Issue 1 - Serial Number 17, October 2019, Pages 309-329   

Document Type: مقالات پژوهشی

DOI: 10.22067/riis.v0i0.75362

Authors

Seyed Mahdi Hosseini^* ; Sahereh Taheri; Naser Shirbagi

University of Kurdistan

Abstract

Introduction: Many factors affect the reading behavior. Primary education is the most critical stage for creating reading skills and using it. Reading culture in the school should support reading motivation at a positive attitude in superficial, shallow and deep levels. Despite the importance of school reading culture, this research field has been ignored in Iran's schools. This study aimed to explore the quality of reading culture management in primary schools located in in Sanandaj city.
 
Methodology: We used an integrated mixed method and explored Sanandaj primary schools from different dimensions: reading symbols in school environment, students' experience of reading behaviors, administers and teachers' beliefs about importance and state of the art about reading in schools, and solutions which they propose for scenarios about students' encountering with reading problems.
Findings: Primary school environment lacks the reading symbols and school staff and parents' behavior does not a reading behavior pattern and does not provide support for cultivate the importance of reading. Although teachers and administers are heavily believe in the importance of reading, they do not use the reading based practical solutions to improve reading motivations of students.
Conclusions: We find that the reading culture is not managed in a deliberate and intentional way in Sanandaj primary schools

Keywords

preliminary school; Reading culture; Sanandaj schools; School management

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