Reading literacy and reading interest was examined in four primary schools in Papua New Guinea:in an international, suburban, settlement and village school. In this paper we present a summary offindings located within a local context and examine the implications as viewed through two lenses.From an ‘educational for equality’ perspective, the findings suggest a critical need to re-evaluatethe use of national testing to select children for further education and address the serious shortageof reading books in school libraries. From an ‘education for life’ perspective, the findings indicate acontinuing need for community-based actions together with innovative teacher educationprograms aimed at developing ways of strengthening the connections between home and school.
|Journal||Asia-Pacific Journal of Teacher Education|
|Publication status||Published - 2005|