TY  - JOUR
A1  - Duncan, S
Y1  - 2009/09/01/
IS  - 3
VL  - 14
N2  - This article presents the results of a qualitative study into how adult literacy learners perceive reading. Individual interviews and focus groups were used to ask 37 adult literacy learners at a London further education college what reading is. It follows a grounded theory approach to build a model, or narrative, of reading in the form of six interrelating aspects and seven findings for discussion. These findings include insights on metalanguage and phonic decoding, the distinction between how we read and how we learn to read, motivation and learning to read, the place of reading aloud, the manifold relationship between reading and time, reading as a social practice and reading as a distinctly asocial practice. Implications for the learning and teaching of adult emergent reading are presented for each finding. © 2009 Further Education Research Association.
JF  - Research in Post-Compulsory Education
EP  - 331
AV  - public
ID  - discovery1562891
SN  - 1747-5112
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions
TI  - What are we doing when we read? ? adult literacy learners
KW  - adult literacy
KW  -  adult education
KW  -  reading acquisition
KW  -  phonological awareness
KW  -  emergent literacy
KW  -  literacy practices
UR  - https://doi.org/10.1080/13596740903139420
SP  - 317
ER  -