Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices.

中文翻译：

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小学教师对朗读的态度及参与频率

为儿童大声朗读被认为是培养一系列读写技能的最有效策略之一，无论是在家中还是在当代课堂中。然而，关于教师对大声朗读的态度、他们自我报告的参与实践的频率以及可能对实践构成当代障碍的因素知之甚少。2016 年西澳大利亚朗读研究 (WASRA) 收集了来自 14 所澳大利亚学校的 100 多名教师的数据。WASRA 揭示了由于缺乏时间和高课程要求而将朗读实践转化为日常实践的紧张局势。研究结果表明，小学教师通常喜欢给孩子们朗读，但很少有人喜欢自己阅读。提供建议以解决据称是日常阅读实践的障碍的时间和课程需求。这些建议在某种程度上有助于缓解我们小学课堂中的识字不公平现象，从而鼓励为教师提供日常阅读机会和大声朗读练习。