BENEATH THE ROUTINE_ THE PEDAGOGICAL PARADOX OF MORNING READING SESSIONS

Abstract

Morning reading sessions have become a norm in Chinese vernacular schools (SJKCs) for a few decades, requiring students to attend school earlier to participate. While SJKCs emphasise cultivating life-long reading culture, the actual implementation is often linked with school assessments. This case study explores the reality of morning reading sessions in a selected SJKC, a context known for high academic standards but under-researched in terms of literacy pedagogy. The school was specifically selected as a "typical case" because it represents the standard urban SJKC profile, characterized by high enrollment and significant academic pressure. The primary objective is to examine whether these sessions foster a genuine reading culture versus serving as an instrumental tool for examination preparation. Using a qualitative research approach, data were gathered through semi-structured interviews, alongside non-participant observations of morning sessions and analysis of reading materials used. Preliminary findings suggest a "pedagogical misalignment" where reading sessions are frequently repurposed for vocabulary drills and reading model essays, rather than promoting "Free Voluntary Reading" (FVR). Although site-specific, these findings offer an "analytical generalization" that uncovers a pedagogical misalignment likely prevalent in other SJKCs practicing exam-oriented morning reading. Most of the students experience reading fatigue while teachers often lack efforts to reinstigate the students’ reading interest.The study concludes that while "assessment-driven" approach may achieve short-term academic results, it risks stifling long-term intrinsic motivation.