Personal constructs and the enhancement of adolescent engagement in reading

Abstract

In this article, Nicole Irwin analyses the literature concerning enhancement of reading engagement for adolescents. She argues that cognition is irrevocably linked to the affective domain, and that voluntary engaged reading can be enhanced more effectively by attention to the perceptions of learners in addition to their cognitive skills. With Personal Construct Psychology as the framework, Nicole examines the constructs that readers develop about themselves, shaped by their understanding of (1) the purpose and nature of reading, (2) gender and (3) parents’ attitudes and behaviour concerning reading. The possible implications Personal Construct Psychology might have for education policy, culture and classroom practice are considered. NASEN 2003.