Helen Philp Secondary English Teacher
PRIORITISING READING PLEASURE Reading Immersion in St Margaret’s English (RISE) The importance of reading to young people’s successful outcomes and participation, both in and beyond school, is undeniable. Reading’s significance is affirmed within the Australian F–10 Curriculum, where word recognition and phonic knowledge are taught from foundation years, and literacy, a General Capability encompassing reading, must be prioritised across all subject areas to enable ‘learning and communicating in and out of school and for participating effectively in society’ (ACARA 2020).
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Thus, the value of reading as a skill is well-established. But what of reading for pleasure? In her article Reclaiming Pleasure in the Teaching of Reading (2012), Sharon Murphy notes an increasing ‘preoccupation with standards and literacy skills’ in educational policy documents over the past 100 years and less explicit discourse about the role of pleasure in reading. Terms such as
‘delight’, ‘glow’ and ‘love’ are sidelined by a focus on functionality in reading instruction, reflecting the need for schools to ensure student achievement in text-based tests and to support students’ ability to participate in societies and economies where ‘literacy and the “knowledge economy” [are] driving forces’ (Murphy 2012, p. 321). However, the English teachers at St Margaret’s, for whom a passion for reading comes not only from its operation as a functional skill of literacy and academic performance, but also from its potential for imaginative escape, empathic engagement, aesthetic quality, and joy, recognise the importance of pleasure if students are to read actively, widely, and on into adulthood. Indeed, as Murphy (2012, p. 325) suggests: ‘When pleasure and reading are companions, we know very well that children become engaged readers and are likely
to continue to read throughout their lives.’ Moreover, we know that pleasure and function are inextricably linked; our experience repeatedly affirms the association between the enjoyment of reading and reading achievement. It is from this context that Reading Immersion in St Margaret’s English, or RISE, was introduced in 2022. Beginning with Year 8 and extending to Years 7 and 9 in 2023, RISE complements the already rich reading culture of the English and Literacy Boost programs at St Margaret’s. Pleasure is paramount, as is a desire to inspire a lifelong love of reading in all students. To achieve our ambitious ends, the department identified several priorities that shaped RISE’s content and structure: firstly, the need to activate pre-requisite knowledge before reading to ensure baseline comprehension; secondly, exposure to a wide range of voices and genres; and
