Reading and Reading Interests

Bachmutskaya, Irina V.; Yankova, Zoya A., ed. The Juvenile Reader: Today and Tomorrow.

62rd General Conference, sponsored by International Federation of Library Associations, held August 25-31, at Beijing, China. 1996. 6 p. 141-READ-3-E.

Abstract : The Russian State Juvenile Library conducted a study of youth reading because young people make up the most important social-demographic group of society for which reading represents a special value; this group covers the most active readers; and, reading holds a special place and represents the major factor in the process of socialization, education, and self-education. Rationalism and acquisitiveness are asserting themselves worldwide and lead to alienation and the replacement of spiritual, emotional and aesthetic development of an individual. New cultural and moral characteristics are a part of young people who make up 70 percent of readers. Motives for reading are changing. The study looks at the demands and needs of library users and their satisfaction. It looked at a representative sample and was conducted by questionnaires, observations, tests, and group discussion. The findings were that boys and girls come to the library most often for preparing homework and writing reports. Many have a growing interest in questions of democracy, humanism, history, and interpersonal communication. The library provides consultation services and training in using the catalogs and computer technology, as well as clubs, hobby groups and mass work. The All-Russian Centre for the Humanitarian Culture was established in 1995. A division of the Society of Young History Enthusiasts also functions in the library. The main criteria young people use in assessing the library is the quality of collection (82%); satisfaction of readers' demands (90%); efficient realization of requests (50%); and culture of service (50%). Young people identify quality collections with the presence of new foreign and Russian fiction, electronic carriers, and audiovisual materials. A large number of visitors (19%) comment that some library workers do not listen with empathy to the users. Some young people do not often visit libraries because they watch TV, have hobbies, etc. Young people wanted the library to be a sociocultural and multi-subject institutin. it should contain an information center (41%), leisure divisions (59%), and provide full information on questions (83%).
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Keywords : User studies
Identifier : Russian State Juvenile Library; Dept. for Sociological Studies and Psychology of Reading

Beach, Sara Ann. 'I Can Read My Own Story'--Becoming Literate in the Primary Grades.

Young Children 52 (1 November, 1996): 22-27.

Abstract : Children in first and second grades (ages 6-7) come to literacy by becoming aware of the symbols system or code of reading. Most children come to first grade with an ability to recognize some words in print. Their interest in reading develops along with an interest in writing. Many teachers are encouraging children to write stories that will be read to the class. This enables children to understand the concept of writing a story and to appreciate the stories they find in books. Language and rhyming games with alliteration are useful to help children develop phonemic awareness. Children should be immersed in a print-rich environment where they listen to books being read and are encouraged to discuss the stories. They learn to read "like literary critics".
Subject Category : Reading and Reading Interests
Research Methods : Observation
Language : English
Keywords : School libraries

Beers, G. Kylene. No Time, No Interest, No Way! The 3 Voices of Aliteracy.

School Library Journal 42 no. 2 (February, 1996a): 30-33.

Abstract : Aliterates (those who can read but choose not to) far outnumber illiterates in our society and encounter many of the same problems. The author has observed and interviewed students in two seventh-grade classrooms for one year, and has identified three distinct types of aliterate readers: dormant, uncommitted, and unmotivated. Dormant readers are those who like to read and consider themselves readers, but don't take the time to read right now. Aliteracy for this group is not related to a negative attitude towards reading but rather to outside factors which seem more pressing, such as sports, social life, and schoolwork. Dormant readers will voluntarily read during certain periods, such as during school breaks or after completing major projects. These students were confused that their teacher believed they had a negative attitude towards reading, and wondered "why she keeps putting me with those kids who don't like to read." Both uncommitted and unmotivated readers have a negative attitude towards books; they don't like to read and define reading as a skill rather than a pleasurable activity. However uncommitted readers are open to the idea of learning to enjoy books more in the future, and may have positive feelings about other readers, while unmotivated readers have no future plans to begin reading and have negative feelings towards people who do read. The author concludes that there is no single template for the aliterate student, but that aliterates are individuals with differing views about themselves, about others, and about reading.
Subject Category : Reading and Reading Interests
Research Methods : Observation, Interviews
Language : English
Keywords : Reading
Identifier: US

Beers, Kylene G. No Time, No Interest, No Way! The Three Voices of Aliteracy, Part II.

School Library Journal 42 no. 3 (March, 1996b): 110-113.

Abstract : The first part of this article distinguished between three types of aliterate readers: dormant, uncommitted, and unmotivated. The author here explores further differences between these three groups and avid readers. While dormant readers recall being read to on a regular basis and having their own books to read as children, uncommitted and unmotivated readers report being read to infrequently in childhood. Avid and dormant readers reported joining libraries, book clubs, reading groups and play groups as children, while uncommitted and unmotivated readers did not have library cards as children and had never been part of a group where reading was a focus. Uncommitted and unmotivated readers enjoy choosing their own books from a narrow selection, listening to an entire book being read aloud, comparing books to movies, reading illustrated books, nonfiction books, and magazines, and doing book-related art activities, but dislike meeting authors, buying books, going to the library, keeping a reading journal or taking part in book discussions. Dormant readers enjoy choosing their own books from a wide selection, listening to a few pages of a book being read aloud and then finishing it on their own, comparing books to movies, meeting authors, buying books, visiting the library, keeping a reading journal and taking part in book discussions, while they dislike writing book reports, doing art activities and listening to a whole book being read aloud. Most uncommitted and unmotivated readers need help visualizing what they are reading. To help motivate aliterate readers to enjoy voluntary reading, parents should encourage children to join reading circles, attend story times, check out library books, and experience a wide range of activities besides reading. Teachers and librarians should structure reading events to suit childrens' current interests, and include questions on tests and in group discussions that encourage aesthetic responses.
Subject Category : Reading and Reading Interests
Research Methods : Interviews
Language : English
Keywords : Reading
Identifier: Sam Houston State University, Houston, Texas, US

Greenlee, Adele A.; Monson, Dianne L.; Taylor, Barbara M. The Lure of Series Books: Does it Affect Appreciation for Recommended Literature?

The Reading Teacher 50 no. 3 (November, 1996): 216-225.

Abstract : Study focused on children's responses to independent reading and their perceptions of the literary quality of series books and recommended literature. 32 children ages 11-12 from 4 classrooms in two Midwestern U.S. schools were interviewed. 25 children had read at least one series book and one well-reviewed children's book and these formed the sample group. Children liked both types of books. They did not make literary judgements but chose books primarily for the purpose of sharing an experience with the book characters. They found series books easy to choose and often had difficulty finding suitable book on library shelves. Reading series books did not seem to reduce their reading of quality literature. Several children mentioned they were becoming bored by series books.
Subject Category : Reading and Reading Interests
Research Methods : Interviews
Language : English
Keywords : Popular literature

Klesius, Janell P. and Priscilla L. Griffith. Interactive Storybook Reading for At-Risk Learners.

The Reading Teacher 49 no. 7 (April, 1996): 552-560.

Abstract : Children's success in learning to read at school is heavily influenced by the amount of lapreading (storybook reading in close contact with a caring adult) they have been exposed to at home. The typical kindergarten literacy curriculum is only appropriate for children who have experienced numerous hours of lapreading, and places other children at risk of not learning to read and write. Interactive storybook reading closely parallels the lapreading experience and may be a vital supplement to story read-alouds for at-risk children. Interactive storybook reading sessions are characterized by the adult reader assuming the role of co-responder and informer rather than director. The adult and child readers each draw attention to information in the illustrations, predict what will happen next, and share related experiences. Techniques employed include questioning strategies (metacognitive process questions, labelling questions and prediction questions are all appropriate), having the reader give explanations or clarify or expand textual information, and the establishment of lapreading ambiance through judicious praise and physical closeness. The authors conducted a study of interactive storybook reading with ten kindergarten children identified by their teacher as having substandard language and literacy development and a low attention span during storytime. The children were placed in two groups of five students per group, and participated in a number of interactive storybook reading sessions of 15 to 20 minutes, reading one new and one familiar story per session. These children became more attentive during class read-alouds, began to look at books during their free time, and engaged in more book reenactments. They began to internalize the interaction that was occuring and replicate many teacher behaviors such as using details of the illustrations to retell parts of the story. They also built a store of knowledge about writing conventions which they were able to connect to other texts. The authors conclude tat interactive storybook reading expands children's knowledge of text structure, language, writing conventions, and the social behavior that accompanies reading.
Subject Category : Reading and Reading Interests
Research Methods : Observation
Language : English
Keywords : Reading, Language Stimulation
Identifier: University of South Florida, Tampa, Florida, US

Kwong, Chi-hung. The Promotion of Reading in Public and School Libraries in Hong Kong.

Hong Kong Library Association Journal 18 (1996): 15-21.

Abstract : In 1979 a survey of how children in Hong Kong spent their leisure time found that reading accounted for only 8.6% of leisure activities. Ten years later in 1989, a similar survey found that more children visited libraries and more parents allowed them to do so. 71.6% of the children reported reading for pleasure. Linguistic problems make it difficult for many children to read in Chinese because of the differences between the language used in Hong Kong and that of books published in China. Reading in English is limited by the lack of fluency in that language, although it is compulsory in schools. The Urban Council Public Libraries has initiated a year-round reading program for young people up to the age of 19. Reading activities include group meetings, sharing reviews of books, and local author's talks. Libraries are also encouraging children to read stories in multimedia presentations that include audio and visual components. Since the 1980s school libraries have developed active reading programs for students.
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Identifier: Hong Kong

Lehman, Barbara A. Teachers' Perspectives on Response Comparisons when Children and Adults Read Children's Literature. Reading

Research and Instruction 35 no. 2 (Winter, 1996): 142-152.

Abstract : The author reports on a study which examines the similarities and differences between adults' and childrens' responses to the same book as perceived by adult readers, and the role of discussion in shaping adults' perceptions of the book and their understanding of childrens' responses. One hundred and twenty-nine adult students in five children's literature university classes read Sarah, Plain and Tall, recorded their responses, and collected verbal and written responses from at least one child. The adults' and the childrens' responses were then discussed in class. The study showed that initial responses by both children and adults tended to be more reader-based than text-based. In terms of focus, adults believed that children read more for enjoyment and shared strong responses to the characters with whom they could identify and with certain events which captured their imaginations. Children sometimes noticed details overlooked by adults. Adults characterized their own focus as emphasizing the literary elements and deeper meanings. While children tended to identify with the character nearest in age, many adults identified with all characters regardless of age. Adults noted that children had more limited background knowledge and found some of the elements in the book curious (eg. mail order brides). Children frequently compared the book to elements in their own lives such as moving or sibling relationships, while adult readers indicated more comfort with books that do not directly reflect their personal experience. Children related more to specific scenes or details than adults. Boys enjoyed the book less than girls. Children were less certain of the meaning of the ending than adults, but many discovered "clues" that Sarah would stay with the family. Child readers made fewer thematic comments than adults, but demonstrated awareness of the author's crafting of the story. Class discussions were an important element for eliciting more text-based reponses from the adult readers, and the nature of the discussion influenced adults' insights. The study shows that responses to books read alone tend to be more personal, and that teachers need to engage in book discussions with other adults to help them bring out childrens' analytical stances later on. Book discussions in classroom settings should move away from teachers asking questions to which they already know the answer and towards a freer exchange of cmments and concerns.
Subject Category : Reading and Reading Interests
Research Methods : Group Discussion
Language : English
Keywords : Adult User Perspective; Reading
Identifier: Ohio State University, Ohio, US

Liu, Lisha, ed. An Investigation on the Children Readers' Demands.

62nd General Conference, sponsored by International Federation of Library Associations (IFLA), held August 25-31, at Beijing, China. 1996. 13 p.

Abstract : A survey was conducted a range of children in AnQing province, China. One of the most popular series in bookstores is "Thousands of Whys" which has sold about 75,000. When asked why they wanted these, all of the children answered that they can increase knowledge. Most borrowing in the library is for homework or for information for examinations. A study of the summer reading program showed that children also like to read picture story book because they are funny. Curiosity is a great driving force for children's reading. Childrens interests change as they grow older, moving from picture books to other books. Most healthy children read the same types of books, but disabled children need special materials. Blind children need braille books; deaf and dumb children need sign-language books; armless children need more recorded books. Environment also affects children's needs: rural children read different books than city children. Many countries offer non-reading services in children's libraries. These include audiovisual materials, toys, puppets, TV, visitng exhibits, and many others. If Chinese libraries try to meet these needs it will mean a great reform in the libraries. The practical significance of investigating child readers is that it shows they need different services than those of adult readers.
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Keywords : Disabled
Identifier : AnQing City Library, AnHui Province, China

Mackey, Margaret and Ingrid Johnston. The Book Resisters: Ways of Approaching Reluctant Teenage Readers.

School Libraries Worldwide 2 no. 1 (Jan., 1996): 25-38.

Abstract : Although not reading is a legitimate life choice, many teenage reluctant readers have never given reading a chance. Reluctant readers may not know that reading can be enjoyable, or that even good readers can be confused at the beginning of a story. They may not know how to find books that they like. They may also have access to fictional experiences through video, film, television and other media and undervalue print fiction. Many students whose teachers perceive them as non-readers actually do read, but their reading material is not traditional school material. Selection criteria for reluctant readers might include an immediately gripping plot, a relatively short length, an engaging cover, characters who are as old or older than the intended audience, and a recent publication date. Books should offer some literary rewards and expand readers' horizons without being overwhelming. Stategies for encouraging reading among this group include offering classroom reading time, allowing a selection among a limited number of books to improve selection skills, and discussing selection techniques with students. Some popular selection options include following an author, series or genre, browsing, talking to friends, teachers or librarians, or making a choice based on an appealing title or cover. Reading the beginning of novels aloud in class can help "hook" reluctant readers. Classroom libraries should include a wide range of material including graphic novels, nonfiction, picture books designed for older readers, and books from a variety of cultures. Series books, short novels and short stories are helpful for developing reading stamina; titles created specifically for weak readers may be counterproductive since action is constant and readers are not exposed to the pacing of regular fiction.
Subject Category : Reading and Reading Interests
Language : English
Keywords : Reluctant Readers
Identifier: Department of Secondary Education, University of Alberta, Canada

Matthew, Kathryn. A Comparison of the Influence of Interactive CD-ROM Storybooks and Traditional Print Storybooks on Reading Comprehension.

Journal of Research on Computing in Education 29 no. 3 (Spring, 1997): 263-274.

Abstract : Changing from print to electronic text impacts the way students are reading and their reading comprehension. This article reports on two experiments designed to study the impact of electronic text on the reading comprehension of third-grade students (approximately 9 years old). The first experiment involved 37 matched pairs of students reading either CD-ROM or print versions of books. There was no statistically significant difference in reading comprehension as measured by open-ended questions. However, there was a statistically significant difference in reading comprehension as measured by story retellings. The group that read the CD-ROM versions of the stories were able to retell the stories more completely than the print group. This suggests that the mulitsensory learning experience of the CD-ROM enabled children to literally interact with the text and illustrations and to actively process the text, both of which lead to a personal understanding of the text. The second experiment had the thirty students who read the print stories in Experiment 1 read two additional stories in CD-ROM format. As measured by story retellings, their comprehension was statistically significantly higher when reading the CD-ROM stories. It was noted that when children finished reading the texts and completing the comprehension assessments, they returned to the electronic texts to reread the stories and explore the illustrations. However, students did not return to the printed text and illustrations after completing the assignment with print texts. In the CD-ROMs the narration, online definitions, sound effects and animation provided immediate, consistent support to students as they read. Monitoring by the teacher is needed however to ensure that students do not become so distracted by the animation and sound effects that they fail to read and comprehend the story. Studies should be done to investigate the impact of electronic texts on students' motivation and interest in reading.
Subject Category : Reading and Reading Interests
Research Methods : Experiment
Language : English
Keywords : Full text CD-ROM; Computer materials; Technology
Identifier: Louisiana Tech University, U.S.A.

McQuillan, Jeff. The Effects of Incentives on Reading.

Reading Research and Instruction 36 no. 2 (Winter, 1997): 111-125.

Abstract : Article examines the available evidence from a number of studies on the effect of incentives on reading in school and public library programs for elementary and secondary students. Although some studies indicate an increase in reading activity when incentives are used, there is no clear causal relationship in any of the studies conducted so far between the use of rewards and an improvement in reading attitudes, achievement, or habits. Often the amount of reading dropped when incentives were discontinued. Reading was seen as something done for an extrinsic reward rather than something done for pleasure. The incentives changed the pattern of book selection to one in which short books with large print were chosen. The author concludes that incentives do not serve to increase children's desire to read or "kick start the reading habit" as has been claimed by proponents. The major determinants of developing a habit of reading seem to be access to a range of books, a quiet, comfortable place in which to read, and the opportunity to see other people reading.
Subject Category : Reading and Reading Interests
Research Methods : Literature review
Language : English
Keywords : Summer Reading Programs

Mitchell, Terry L. and Terry C. Ley. The Reading Attitudes and Behaviors of High School Students.

Reading Psychology 17 no. 1 (Jan.-March, 1996): 65-92.

Abstract : The widely-held belief that a positive reading attitude is related to reading achievement has received mixed support in studies. This study tests the self-reported attitudes and behaviors of high school students in a small southern industrial community towards reading and relates the findings to gender, grade and achievement level. Females reported significantly more positive attitudes towards reading for Individual Development, Utilitarian, and Enjoyment purposes than males. However, both male and female students scored highest on the Utilitarian measure, suggesting that they value reading most highly for achieving success at school. Students in Grade 12 reported a more positive attitude about reading for Individual Development than students in Grade 9, although the value of Reading for Enjoyment and levels of voluntary reading remain stable through the grade levels. Students in Achievement Levels 3 and 4 reported significantly stronger attitudes towards reading for Utility than students in Achievement Levels 1 and 2, and students in Level 4 had a significantly more postive attitude towards reading for Individual Development than students at Level 3. The Utilitarian subscale was the best predictor of achievement level group membership. Students in Achievement Level 4 reported a significantly more positive attitude towards reading for Enjoyment than students at any other level. Level Two students reported greater reading activity frequency than students at the other three levels. The differences between reading attitude and reading behavior might be accounted for by the extra attention to reading in class that students receive at this level, or by the possibility of less homework being assigned to lower level students, leaving them with more leisure for reading. In general, students valued reading most for its contribution to school success, least for their own enjoyment, and reported low levels of voluntary reading.
Subject Category : Reading and Reading Interests
Research Methods : Teale-Lewis Reading Attitude Scales, Reading Behavior Profile
Language : English
Keywords : Reading
Identifier: Troy State University, US

Murray, Bruce A.; Stahl, Steven A.; Ivey, M. Gay. Developing Phoneme Awareness through Alphabet Books.

Reading and Writing: An Interdisciplinary Journal 8 (August, 1996): 307-322.

Abstract : Previous research suggests that children who are successful in phoneme awareness tasks also have high levels of alphabet knowledge. One connection between the two might be alphabet books. Such books typically include both letter-name information and phonological information about initial sounds (B is for bear). It may be that children who are read alphabet books, and thus understand how B is for bear, will learn both letter names and be able to isolate phonemes. To examine this, the authors gave three treatments to different groups of prekindergarteners. In the first group, the teacher read conventional alphabet books. In the second, the teacher read books chosen to contain the letter names only, without example words to demonstrate sound values. The third group, a control, read only storybooks. All groups gained in print concept and letter knowledge over the course of the study. The conventional alphabet group made significantly greater gains in phoneme awareness than the group that read books about letters without example words, suggesting that conventional alphabet books may be one route to the development of phoneme awareness.
Subject Category : Reading and Reading Interests
Research Methods : Experimental
Language : English

Philliber, William and et. al. Consequences of Family Literacy for Adults and Children: Some Preliminary Findings.

Journal of Adolescent and Adult Literacy 39 no. 7 (April, 1996): 558-565.

Abstract : The author reports on data comparing the effectiveness of the Toyota Families for Learning Program with literacy programs which are exclusively adult- or child-oriented. The Toyota Families for Learning Program is aimed at parents and preschool children and includes parent literacy training, early childhood education, parent support groups, and parent-child interaction. The family literacy program retained 67% of participants after 16 weeks and 59% after 20 weeks, compared to 50% and 40% respectively in a similar adult-oriented program. Adults in the family literacy program gained 4.5 points on the CASAS test during the course of the program (a gain equivalent to over one grade level in school) compared to a gain of 2.3 points on the same test in California's ABE adult literacy program. The TABE test showed that adults in the family literacy program gained an average of 1.15 grade equivalents in reading, while adults in New York City's Adult Literacy Initiative gained an average of .75 grade levels, less than two-thirds of the Toyota program. Children in the family literacy program made more gains in each dimension of the COR test than children in child-oriented literacy programs and scored higher in each dimension by the end of the program. A major reason for the succcess of the family literacy program may be the high retention rate; the largest gains were made by participants who stayed the longest.
Subject Category : Reading and Reading Interests
Research Methods : CASAS Reading Scale, Test for Basic Adult Education (TABE), Peabody Picture Vocabulary Test, Child Observation Record (COR)
Language : English
Keywords : Reading
Identifier: Philliber Research Associates, Accord, NY, US

Pretorius, Elizabeth J. A Profile of Causal Development Amongst Ten-Year-Olds: Implications for Reading and Writing.

Reading and Writing: An Interdisciplinary Journal 8 (1996): 385-406.

Abstract : Children's understanding of causality has been noted by several researchers as an important factor in reading comprehension and memory. The assumption is that the perception of causal ties between elements in a text binds the text elements together and enables the reader to construct a coherent representation of the text in memory. This assumption has been upheld in studies of children reading narrative texts, but has not been tested with expository texts. In the research reported in this article, a profile of causal development in ten-year-olds was built up on the basis of their recall of history and science texts in which the amount of causal connectivity differed. Four variables were identified and measured: length of recall protocals, amount of causal connections recalled from original test passagges, amount of causal density, and causal hierarchicalization created in the recall protocols. The results of the recall text were also compared to the subjects' English grades. The findings indicate that causal connections play an important role in expository text recall, and that subjects who have a strong causal profile also, generally, perform well in English. The research and pedagogical implications of these findings for reading and writing skills are discussed.
Subject Category : Reading and Reading Interests
Research Methods : Experimental
Language : English
Identifier: University of South Africa

Qiang, Yuanming, ed. Thoughts on How to Improve the Reading Guidance Service for Teenagers and Children.

62nd General Conference, sponsored by International Federation of Library Associations (IFLA), held August 25-31, at Beijing, China. 1996. 11 p.

Abstract : Since 1981 librarianship for teenagers and children in China has made great progress, with continual increase in operational construction and reading activities. But there is still insufficient reading guidance for teenage readers. In 1994 the Hunan Provincial Library of Children and Teenagers did a study by asking the readers to fill in a form after borrowing books. 5147 forms were collected. The readers were from 160 different schools, most readers were from schools in the city, with low rates for those in the suburbs. Literature and art books account for 79% of circulation. The most popular areas are language, culture, natural science, maths, physics, chemistry, history and geography. However the works of famous men accounted for only 5% of novels while stories of love affairs and kung fu reaches 90%. This is probably the result of schools and families neglecting moral education. Some publishing houses publish a great many love and kung fu stores because they sell well. Excellent books are neglected. The libraries should provide more guidance to young people by organizing reading activities. Librarians also need to offer individual guidance. To do this they should learn more about individuals from parents and teachers. Not much has been done in using modern equipment for reading guidance. Information about books could be input into computers; special reading rooms on science should be set up with computers, TV sets, and tapes. Professional standards for librarians should be increased. Increased funding is also needed to buy more materials.
Subject Category : Reading and Reading Interests
Research Methods : Qualitative
Language : English
Keywords : Administration; User study
Identifier : Academic Research and Instruction Department, Hunan Provincial Library of Teenagers and Children

Reynolds, Kimberley. Young People's Reading at the End of the Century; A Summary of the Children's Literature Research Centre Survey of Young People's Reading Habits.

Youth Library Review 22 (Autumn, 1996): 6-15.

Abstract : In England no sustained attempt to study young people's reading habits has ever been undertaken. This study is the first of a series of five-yearly surveys to provide snapshots of young people's reading habits. The survey involved 8,834 pupils between the ages of 4 and 16 in a sample desined to represent the school population in England. There was a good representation of enthusiastic, average and reluctant readers. All pupils completed a questionnaire, some were also interviewed. In the youngest age group (4-7) most children chose a book by its illustrations or its cover. The 11-16 year olds chose by cover (36-44%), title (40-49%), blurb (42%), or name of author (41-44%). When asked about the characteristics of the characters in the books, none of the options relating to sex, color, or country of origin were important; "lives at the same time as you" was the only item that was rated important. Overwhelmingly the children said they chose books by themselves, although mothers, teachers, and school librarians were occasionally mentioned. The most popular authors were Roald Dahl and Quentin Blake. More girls than boys reported that they read fiction more than 3 hours per week, with figures ranging from 24% for older boys to 62% for younger girls. The percentages tended to drop with age. A copy of the report is available from the Children's Literature Research Centre, Downshire House, Roehampton Institute, Roehampton Lane, London SW15 4HT.
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Keywords : Use and users
Identifier: Children's Literature Research Centre at Roehampton Institute, London, UK

Robertson, Chris; Lovatt, Paula; Morris, Debbie; Nuttall, Carole. Reading: A Pastime of the Past?

Reading: A Journal about Literacy and Language in Education 30 no. 3 (November, 1996): 26-28.

Abstract : The aim of the research reported in this paper was to explore whether primary children have a preference for stories presented on film, audiotape or in books. The authors investigated whether the use of technology facilitated the children's making of meaning. Three separate discussions were included in the study: a class discussion of fairy tales followed by interviews in which children discussed their preferences for the book or video version; independent reading of a text followed by listening to a taped version to discover whether children created different pictures in their minds when reading or listening to the story; a group reading of a text, followed by discussion of characters and plot and a discussion of the same questions with the focus on prference and differences in understanding between the two versions. In the first group the children tended to prefer the filmed version. The second group of children enjoyed reading the story at the same time as listening to the tape, some expressed a preference for having their mother read the story. In the third group, the less able readers were helped by the film version of the story. Some of them had difficulty in following the story (A Christmas Story by Richard Burton) when they only had the text. The authors conclude that technology does not appear to be replacing reading, but interacting with it. They suggest that technology can be used to improve the quality of reading.
Subject Category : Reading and Reading Interests
Language : English
Keywords : Audiovisual Materials
Identifier: Manchester Metropolitan University

Simpson, Anne. 'There's More Than Tomato Day to Come': Shared Reading and the Teacher-Librarian.

School Libraries Worldwide 2 no. 1 (Jan., 1996): 39-51.

Abstract : One possible reason that enthusiasm for reading drops as children grow older is the lack of choice of reading material in many school programs. While some schools have instituted free choice programs to counteract this trend, most of these programs have no book discussion component, and many students do not know how to choose a book they will enjoy. Shared reading circles are made up of 5-6 students with similar taste who choose a particular novel to read and meet once a week for discussion. An important discussion aid is the use of post-it notes for students to record their thoughts as they read. Students might write a book response or present a group response to the class upon completion of the book. The teacher-librarian should have a list of 8-12 titles per class to ensure adequate, but not overwhelming, student choice. By participating in group discussion, the teacher-librarian becomes a reading role model for the children, ensures that important issues in the text are not overlooked, revives flagging discussions, and demonstrates that reading is to be taken seriously. Reluctant readers often have trouble finishing the required reading at first and can feel embarrassed when it becomes obvious that they have nothing to contribute to the discussion, but in time most manage to keep to the reading schedule. Library records for one grade six class revealed that boys' borrowing of novels nearly doubled over the course of a year of participation in such a reading circle.
Subject Category : Reading and Reading Interests
Language : English
Keywords : Reading; School Library Media Specialist
Identifier: Language and Literacy Education, University of South Australia, Australia

Spiers, Desmond L. Visual Impairment and Children's Reading Needs.

Youth Library Review 22 (Autumn, 1996): 16-20.

Abstract : For children with visual impairment attending mainstream schools, 68% read ordinary print with another 16% able to read large print only. In special schools 18% read ordinary print with 19% reading large print. Of all children surveyed, 14% were Braille users. Children who use Braille progress to independent reading at ages 7-10. The disadvantages of Braille are that it is difficult to store materials and sighted people do not read it, so materials cannot be shared. Now Braille text is sometimes put on strips pasted into regular books. Some books have Braille on plastic sheets interleaved between the standard pages, over 1000 titles are now available in this format. The National Library for the Blind has free lending service for Braille books but there is a shortage of popular teenage fiction. The Living Painting Trust has produced raised tactile painted pictures (thermoforms) as part of some books which also include audiocassettes to explain the use of the "feely" pictures. Other tactile materials include smelly and nosy books. Sound cassettes are a valuable resource. The National Listening Library provides a range of tapes. These require a special machine which is provided by the Library. Large print books were produced in large numbers during the 1980s, but are less available now. Almost no nonfiction titles are produced. Electronic aids such as Kurzweil reading machines are coming down in price. A wide range of equipment to covert text into speech by means of computer programs is becoming available. There has been a significant increase in the number of books being published which have positive images of children with disabilities.
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Keywords : Disabilities
Identifier: REACH: National Resource for Children with Reading Difficulties, UK

Stewart, Roger A., Edward E. Paradis, Bonita D. Ross, and Mary Jane Lewis. Student Voices: What Works in Literature-Based Developmental Reading.

Journal of Adolescent and Adult Literacy 39 no. 6 (March, 1996): 468-478.

Abstract : Remedial instruction for weak readers has traditionally focused on skills and drills rather than free reading. The authors have implemented and evaluated a literature-based developmental reading program for students in grades 7, 8, and 9, to determine how such an approach compares with more traditional instruction in terms of student test results and student evaluation of their own progress. Three developmental reading classes were established which featured independent silent reading (about 80% of class time) as well as supplementary activities such as reading journals. Two of these classes were evaluated at the end of the year, with student interviews forming a major part of this evaluation.
Forty-four of forty-nine students claimed to have experienced an improvement in their reading skills. Forty-two students noted an increase in their reading speed, 26 students noted an increase in fluency, 37 students noted an increase in understanding and memory of reading material, 23 students noted an increase in general school performance, and 10 students reported being more comfortable reading aloud in other classes. Students attributed these gains to four factors: their ability to choose their own reading material (27 students), their interest in the reading they have chosen (29 students), and the reading practice (33 students). Many of these students experienced a shift during the course of the year from intense dislike of reading to finding reading pleasurable. Twenty-two students stated that they were reading at home for the first time and planned to read over the summer months. Test scores indicated that students made similar gains in the literature-based developmental reading program as they had in the traditional skills-based program, but had acquired a greater interest in reading for pleasure and a confidence in themselves as readers. Teachers noted that some special education students do not respond as well to a literature-based curriculum as other students, and need to have more structure built intotheir individualized program to make positive gains.
Subject Category : Reading and Reading Interests
Research Methods : Inteviews
Language : English
Keywords : Reading
Identifier: Boise State University, Idaho, US

Tronbacke, Bror, ed. Easy-to-Read--An Important Part of Reading Promotion and in the Fight against Illiteracy.

62nd General Conference, sponsored by International Federation of Library Associations (IFLA), held August 25-31, at Beijing, China. http://www.ifla.org/IV/ifla62/62-trob.htm, 1996. 6 p.

Abstract : Approximately 20 percent of the earth's population are still illiterate due to insufficient educational resources. At the same time there are many people who, as a result of disabilities or for other reasons, find difficulty in reading and are therefore incapable of reading ordinary newspapers and books. Reading promotion and the fight against illiteracy has been given high priority by the United Nations and UNESCO, its educational and cultural organization. IFLA has also strongly emphasized the importance of measures to promote reading. The publication of easy-to-read material--books, newspapers and other information --should be in a position to play an important part in these efforts. To make a text easy-to-read authors should: write concretely; be logical; include simple action without too many characters; avoid symbolical language; be concise; avoid difficult words but use language that is adult and dignified; include complicated relationships but describe and explain in concrete and logical manner in a natural chronological framework. Software as well as books ought to be adapted for readers who do not have good reading skills. It should be possible for several countries to cooperate to produce easy-to-read materials.
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Keywords : literacy; users
Identifier : Easy-to-Read Foundation, Sweden

Ujiie, Joanne and Stephen D. Krashen. Comic Book Reading, Reading Enjoyment and Pleasure Reading Among Middle Class and Chapter I Middle School Students.

Reading Improvement 33 no. 1 (Spring, 1996): 51-54.

Abstract : The authors report on a study of comic-book reading in one middle class and one less affluent middle school, which attempts to determine the extent to which comic book reading varies with social class. Results from both schools indicate that boys are much more avid comic book readers than girls; half the girls in both samples indicated that they never read comic books, and very few read them "always". Analysis of results was restricted to boys in order to have enough variability to measure relationships between variables. For boys in both groups, more comic book reading was strongly associated with more pleasure reading, more reading enjoyment, and more book reading (the last effect was most pronounced for the middle class school). There was no difference in frequency of comic book reading between the boys in the two samples, despite the fact that comic books are expensive and might be assumed to be out of reach of the less affluent children. The results show that comic book reading does not inhibit other types of reading, and are consistent with the hypothesis that comic book reading facilitates more difficult reading. While the study shows that Chapter I boys are not reading as much and do not enjoy reading as much as the boys from the middle class school, nevertheless comic book readers from the Chapter I school read more than their own peers and more than the non-comic book readers from the middle class school. The study did not specifically attempt to determine whether comic book readers are better readers, but the findings strongly suggest that this may be true.
Subject Category : Reading and Reading Interests
Research Methods : Survey
Language : English
Keywords : Reading
Identifier: School of Education, University of Southern California, US

Waungana, Ellen, ed. The Influence of Urbanisation on the Decline of Storytelling in Zimbabwe.

62nd General Conference, sponsored by International Federation of Library Associations (IFLA), held August 25-31, at Beijing, China. 1996. 12 p.

Abstract : Before colonization by the British, Zimbabwe culture had mainly been preserved in stories. The role of the storyteller was an important on and telling stories to children provided a bond between generations. When the country emerged from colonialism it found itself in the anomalous situation of having to continue using English as its official language. In order to encourage Zimbabweans to preserve their own languages, storytelling has been encouraged in homes, churches, children's centers. Storytelling brings parents and children together and is especially important in the large Zimbabwean families. Stories help each child to feel loved and also help mold children into good citizens. Since the 1970s there has been a dramatic decline in storytelling especially in urban areas. And the country has become increasingly urbanized. Electronic information is available in urban settings and that discourages storytelling. Television has become very popular and is an anti-social experience. Children sit passively in front of the screen. When parents read or tell stories, children are actively engaged in participating in the story. Economic problems have discouraged Zimbabwean families from including an extended family in the home, so grandparents are not available to tell stories. Career-minded parents usually both work and children are left with child-minders who encourage children to watch TV. Almost all of the stories told during the 1940s to the 1960s have disappeared. Something must be done, but what?
Subject Category : Reading and Reading Interests
Research Methods : Historical
Language : English
Keywords : Storytelling