The key propositions discussed with participants have involved difficulties with poetry texts and long books choices in reading in subject English further consideration of a model of academic reading skills in support of the satisfactions and pleasures of reading development in secondary education, including response work in the study of literature and three items from the mediaĪ vibrant reading culture is very important to the individual and the society at large. The summary of the case studies has included a comment on the usefulness of this method and a brief outline of the findings. However, this phase of the methodology has formed only a minor part of the overall research. The intention of the case studies has been to elicit further data from a selection of participants for particular and specific reasons. It has been shown that while the pleasures and satisfactions of required reading vary, the findings have also reflected the interests of the participants' school in best practice for teaching reading in secondary education, in view of the needs and abilities of students and the expectations of NSW subject English syllabus guidelines. The third section details participants' attitudes towards the texts and engagements of their reading in subject English. The findings for the second theme outline a range of attitudes towards the role of reading in the differentiated curriculum in relation to participants' understandings of their own identities as readers and their sense of self-efficacy in relation to engaging with school texts. The findings of the first theme of reading for leisure show the similarities and diversity in boys' reading interests, the interplay of the satisfactions of reading for pleasure and insight, and commonalities and differences in the attitudes and practices of participants. Key emergent propositions and the texts nominated during the course of the interviews, with their publication/production dates have been listed in the relevant sections overleaf. The analysis of participants' attitudes towards the pleasures and satisfactions of reading has identified the major patterns of similarities and differences within the two major contexts of reading for leisure and reading in school. This chapter describes the findings of the main research interview data organised in accord with the sequencing of the topic guide.
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