Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators

2015 ◽  
Vol 49 (3) ◽  
pp. 197-214 ◽  
Author(s):  
Margaret K. Merga
Keyword(s):  
Secondary School ◽  
Book Reading ◽  
Access To Books ◽  
Adolescent Engagement ◽  
Books In The Home

Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production

2015 ◽  
Vol 37 (5) ◽  
pp. 1117-1145 ◽  
Author(s):  
JANNICKE KARLSEN ◽  
ESTHER GEVA ◽  
SOLVEIG-ALMA LYSTER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Contextual Factors ◽  
Kindergarten Children ◽  
Book Reading ◽  
Cognitive Linguistic ◽  
Narrative Production ◽  
Books In The Home

ABSTRACTThe present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual factors and various facets of narrative production of young second language learners; nonverbal ability and books in the home predicted the mastering of story (macro)structure, while linguistic (vocabulary and grammar) and both contextual variables predicted microaspects of narrative proficiency. The results suggest that combining home book reading practices, kindergarten attendance, and second language interventions might improve language minority children's narrative production and chances of school success.

scholarly journals Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities

2017 ◽  
Vol 7 (2) ◽  
pp. 335-354
Author(s):  
Marie Rivière
Keyword(s):  
Western Europe ◽  
Cultural Practices ◽  
Language Education ◽  
Language Teachers ◽  
Book Reading ◽  
Reading Practices ◽  
Cultural Goods ◽  
Digital Books ◽  
Access To Books ◽  
Online Book

Media consumption is commonly seen as a major way of appropriating languages and cultures. Availability and accessibility of material are essential conditions for developing plurilingual cultural practices. Transnational circulation of cultural goods has reached a particular intensity in today’s world but is still marked by deep language inequalities. Combining sociolinguistic, language education, cultural sociology, and multiliteracy approaches, this study examines how plurilingual readers access books in their different languages. This qualitative analysis is based on 24 in-depth interviews with both migrant and non-migrant adults living in Western Europe. The findings indicate that printed and digital books in dominant languages circulate more easily, and through more visible and formal channels than books in dominated languages. In addition, the local and online book supply in dominant languages is generally cheaper and more varied, thus being more attractive. However, a wider range of means of access to books, and the active participation of the readers themselves in the circulation of cultural goods enable book-reading practices in less disseminated languages. Pedagogical recommendations for language teachers to encourage autonomous cultural practices among learners according to global evolutions and local specificities are provided.

scholarly journals Early Vocabulary Development of Australian Indigenous Children: Identifying Strengths

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Brad M. Farrant ◽  
Carrington C. J. Shepherd ◽  
Roz D. Walker ◽  
Glenn C. Pearson
Keyword(s):  
Longitudinal Study ◽  
Vocabulary Development ◽  
Book Reading ◽  
Indigenous Language ◽  
Children's Books ◽  
Children’S Books ◽  
Oral Storytelling ◽  
Indigenous Children ◽  
Books In The Home ◽  
Parent Child

The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children. Data from the Longitudinal Study of Indigenous Children were available for 573 Indigenous children (291 boys) who spoke English (M=37.0 months, SD=5.4 months, at wave 3). Data were also available for 86 children (51 boys) who spoke an Indigenous language (M=37.1 months, SD=6.0 months, at wave 3). As hypothesised, higher levels of parent-child book reading and having more children’s books in the home were associated with better English vocabulary development. Oral storytelling in Indigenous language was a significant predictor of the size of children’s Indigenous vocabulary.

Compulsory Book Reading at School and Within Leisure

2015 ◽  
Vol 10 (4) ◽  
pp. 375-384
Author(s):  
Slavica Pavlović
Keyword(s):  
Secondary School ◽  
Leisure Time ◽  
Book Reading ◽  
Literature Teaching ◽  
Language And Literature ◽  
Stratified Sample ◽  
Reading Culture ◽  
The Subject ◽  
Insight Into ◽  
Secondary School Pupils

AbstractThis paper deals with attitudes of secondary school pupils towards compulsory book reading at school, being the integral part of the subject Croat language and literature teaching subject, and its possible impact on their book (not-)reading in their leisure time. It is based on the research carried out through five-point Likert-type scale in secondary schools in Mostar (Bosnia and Herzegovina), in the second half of 2014. The research was conducted on the convenience, stratified sample consisted of 260 secondary school pupils, attending the final class of grammar (130) and vocational (130) school. The results obtained could give an insight into the book reading culture of secondary school pupils within their leisure related to their experience of compulsory book reading at school. It results that compulsory book reading has still been an uninteresting school task for both the strata of the research sample. Moreover, it results that compulsory book reading at school has a certain influence on book reading decrease in both sample strata’s leisure time. However, some guidelines how to increase the students’ interest in compulsory book reading at (secondary) school as well as in book culture within their leisure time are given in this paper.

scholarly journals The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy

2018 ◽  
Vol 11 (5) ◽  
pp. 59 ◽  
Author(s):  
Sezgin Demir
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Parental Education ◽  
Language Skills ◽  
Book Reading ◽  
Writing Strategies ◽  
School Students ◽  
Education Status ◽  
Awareness Level

Although language is a communicational system which is based on two fundamental language skills; internal and external, it is one of the external/productive language skills together with speaking that requires a certain civilization level for a society. Writing is a tool that transfers every kind of message, dialogue, emotion, desire to stones, tablets, papyrus and finally on paper through symbols that are the result of reaching a certain level of civilization. While writing strategies enable a type of cognitive monitoring mechanism to operate; writing self-efficacy meets the need of belief regarding managing, achieving before deeds regarding performance. The purpose of this research is to determine the relation between the awareness level of writing strategies and writing self-efficacy of the secondary school students. The population of the research consists of secondary school students and the sample consists of 671 students from 5, 6, 7 and 8th grade students of four secondary schools, which were chosen from every educational region in the city of Aksaray in Turkey through simple random sampling method. Within the analysis of the data independent group t test was used in terms of gender variable; and variance analysis was used in terms of grade, parental education status, and duration for reading books, watching television, and the use of internet. In order to determine the relation between the two variables Pearson correlation coefficient and for the determination of the predicting level between these two variables, simple linear regression analysis were used. As a result of the study it was seen that both the writing strategies awareness level and the self-efficacy of the female students were higher; as the grade increases, as the parental education status decreases, as the duration for daily book reading decreases and the time for watching television increases the writing strategies awareness levels of the students and their writing self-efficacies decrease. However the time for internet use did not reflect in a negative way. In addition in the research it was determined that writing strategies awareness level is a significant predictor of writing self-efficacy.

scholarly journals Home scholarly culture, book selection reason, and academic performance: Pathways to book reading interest among secondary school students

2021 ◽  
Author(s):  
Quan-Hoang Vuong ◽  
Minh-Hoang Nguyen ◽  
Luong Anh Phuong ◽  
Viet-Phuong La ◽  
Manh-Toan Ho ◽  
...  
Keyword(s):  
Secondary School ◽  
Curriculum Design ◽  
Secondary School Students ◽  
Book Reading ◽  
Book Selection ◽  
School Students ◽  
Educational Approach ◽  
Personal Preference ◽  
Reading Activity ◽  
Reading Interest

Book reading has long been one of the fundamental components contributing to individuals’ cognitive development and societies’ sustainable development. Although many studies have been conducted to explore the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. Thus, this study attempt to demonstrate: 1) how secondary school students’ book-reading interest is driven by home scholarly culture (parental book reading) and preferred book selection reason (by recommendation or personal preference), and 2) how students with distinct academic achievements are differently influenced. Three major findings were obtained performing Bayesian analysis on a dataset of 4,966 Vietnamese secondary students: (i) Reading interest is positively associated with a book recommendation and parental book reading activity; (ii) High-achieving students are most likely to be more interested in reading a book if they can choose preferred books according to personal preference; (iii) Parental book reading activity can promote book reading interest with both recommendation and understanding children’s personal preferences. From these results, we advocate for a more personalized educational approach in policymaking, curriculum design, and home intellectual culture based on students’ ability and perception.

scholarly journals A Data Collection on Secondary School Students' STEM Performance and Reading Practices in an Emerging Country

2021 ◽  
pp. 1-21
Author(s):  
Quan-Hoang Vuong ◽  
Viet-Phuong La ◽  
Manh-Toan Ho ◽  
Thanh-Hang Pham ◽  
Thu-Trang Vuong ◽  
...  
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Personal Information ◽  
Emerging Countries ◽  
Book Reading ◽  
School Students ◽  
Data Set ◽  
Public Data

Abstract Science, technology, engineering, and mathematics (STEM) education has become a critical factor in promoting sustainable development. Meanwhile, book reading is still an essential method for cognitive development and knowledge acquisition. In developing countries where STEM teaching and learning resources are limited, book reading is an important educational tool to promote STEM. Nevertheless, public data sets about STEM education and book reading behaviors in emerging countries are scarce. This article, therefore, aims to present a data set of 4,966 secondary school students from a school-based data collection in Vietnam. The data set comprises of five major categories: 1) students' personal information (including STEM performance), 2) family-related information, 3) book reading preferences, 4) book reading frequency/ habits, and 5) classroom activities. By introducing the designing principles, the data collection method, and the variables in the data set, we aim to provide researchers, policymakers, and educators with well-validated resources and guidelines to conduct low-cost research, pedagogical programs in emerging countries.

scholarly journals Reading habits of secondary school students in Serbia

2011 ◽  
Vol 43 (2) ◽  
pp. 266-282 ◽  
Author(s):  
Zora Krnjaic ◽  
Ivana Stepanovic ◽  
Dragica Pavlovic-Babic
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Educational Software ◽  
Popular Literature ◽  
Popular Science ◽  
Book Reading ◽  
Reading Habits ◽  
School Students ◽  
The Press

Within the research study about free time, interests, cultural needs and habits of secondary school students, their reading habits were studied in particular. The paper is aimed at exploring the reading habits of secondary school students, which are expressed through different media, first and foremost, through book reading, as well as through reading the press and using the internet, and to determine the connection between them. The research was conducted by means of a questionnaire on the sample of 2426 students from 26 secondary schools from nine Serbian towns. The results referring to the level of development of reading habits of our secondary school students indicate that: 12% of students do not read; 21% read only the required reading; 40% read the required reading and occasionally the books that are not required; 20% read the required reading and often other books as well; and 7% are passionate readers. Secondary school students do not have a formed habit of using library services and most frequently read popular literature and popular science. The most frequently read texts in the press refer to leisure and sports. More developed reading habits of secondary school students are related to reading the sections on culture in daily newspapers, reading popular science magazines and using educational software. Educational implications of the paper indicate that it is necessary to develop students? reading habits through teaching and learning and to encourage students to use both books and the modern media for learning purposes.

scholarly journals The Relationship between Secondary School Students’ Epistemological Beliefs and Critical Reading Levels

2021 ◽  
Vol 9 (4) ◽  
pp. 69
Author(s):  
Serkan Aslan ◽  
Nil Didem Şimşek
Keyword(s):  
Secondary School ◽  
Epistemological Beliefs ◽  
Book Reading ◽  
Eighth Grade ◽  
Critical Reading ◽  
Reading Levels ◽  
Economic Level ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
The Relationship

This study attempts to depict the secondary school eighth grade students’ epistemological beliefs and their critical reading in terms of several variables and to examine the relationship between them. Descriptive and relational survey models were used within the scope of the study. The population of the study consisted of the secondary school eighth grade students studying in Istanbul. The participants were selected by convenience sampling method. The study deployed personal information form, scientific epistemological belief and critical reading scales. Descriptive statistics, multivariate analysis of variance (MANOVA) and correlation analysis were used during data analysis. The study results concluded that the eighth grade students’ epistemological beliefs and their critical reading levels were at a moderate level. While no significant difference was identified across the students’ epistemological beliefs in terms of their gender, academic achievement, socio-economic level and book reading, a significant difference was noted across their critical reading levels in terms of gender, academic achievement and book reading, but that was not the case for their socio-economic level. The results of the research have useful implications for teachers. While teachers develop students’ epistemological beliefs in the teaching environment, they will also develop their critical reading skills.

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