scholarly journals Why do children read more? The influence of reading ability on voluntary reading practices

2018 ◽  
Vol 59 (11) ◽  
pp. 1205-1214 ◽  
Author(s):  
Elsje Bergen ◽  
Margaret J. Snowling ◽  
Eveline L. Zeeuw ◽  
Catharina E.M. Beijsterveldt ◽  
Conor V. Dolan ◽  
...  
Keyword(s):  
Reading Ability ◽  
Reading Practices ◽  
Voluntary Reading

scholarly journals Assessing undergraduate students' reading process: insights from questionnaire and reading task data

2010 ◽  
Vol 10 (3) ◽  
pp. 723-746
Author(s):  
Claudia Finger-Kratochvil ◽  
Rosane Silveira
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Native Language ◽  
Reading Process ◽  
Reading Practices ◽  
Reading Task ◽  
Entry Level ◽  
Reading Abilities ◽  
Time Reading

Many institutions have been studying the construction of different aspects of the reading process and the reader (e.g. OECD, INEP), and they have revealed a gap in the process of building reading abilities at all levels of education. The present study focuses on entry-level college students and analyzes data from thirty-three students, collected by means of (a) two questionnaires assessing the participants' views of the reading process, purposes of reading, and their reading practices, and (b) three reading units designed to measure the participants' reading ability in their native language. The results revealed that a large number of students spend little time reading, although they report that reading is a rewarding activity. Moreover, for most of them, reading is a bottom-up process, and the consequences of this view can be observed in their performance on the reading tasks.

scholarly journals “People Aren’t Afraid Anymore, But It’s Hard to Find Books": Reading Practices That Inform the Personal and Social Identities of Self-Identified Lesbian and Queer Young Women

2013 ◽  
Author(s):  
Paulette M. Rothbauer
Keyword(s):  
Young Women ◽  
Social Identities ◽  
The Internet ◽  
Reading Practices ◽  
Voluntary Reading ◽  
Dissertation Research ◽  
Depth Interviews

This presentation is an overview of findings from my dissertation research into the voluntary reading practices of lesbian and queer young women. Three themes emerged from analysis of in-depth interviews: reading as escape, reading for possibilities, and reading for community. The roles of libraries, bookstores and the Internet are discussed.Cette présentation donne un aperçu des résultats de mon mémoire de recherche sur les pratiques volontaires de lecture de lesbiennes et de jeunes femmes allosexuelles. Trois thèmes découlent de cette analyse d’entrevues en profondeur : la lecture comme évasion, la lecture comme potentiel et la lecture pour la collectivité. Le rôle des bibliothèques, des librairies et d’Internet est examiné. 

scholarly journals Reviving Reading Culture: Promoting Free Voluntary Reading Among Students: The Students’ Case Of Priveate University In Malang

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Agus Sholeh
Keyword(s):  
Reading Ability ◽  
Private University ◽  
Reading Habit ◽  
Voluntary Reading ◽  
Majority Students ◽  
Reading Culture ◽  
Reading At Home ◽  
At Home ◽  
Free Voluntary Reading

This article concerns with low reading habit and reviews the teaching of EFL reading especially in some private university in the Indonesian. It discusses the activity to revive reading habit by using Free Voluntary Reading as strategy to promote students reading. This research focused on the picture of the implementation FVR, the improvement of students' reading ability and the level of comprehension that can be enhanced. The study figures out that FVR make better their reading habit since the majority students better enjoy reading at home over the previous year a) Most of the students liked the freedom to choose their own books, like talking books and loved learning club, b) Some of the students said that reading is sometimes fun, often fun, usually fun, always fun, but no student who says that reading is not fun.

scholarly journals Successful Instructional Reading Practices for African American Male Third-Grade Students

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Kimberly D Whaley ◽  
Steve Wells ◽  
Nancy Williams
Keyword(s):  
African American ◽  
Reading Achievement ◽  
Title I ◽  
Instructional Strategies ◽  
Reading Ability ◽  
African American Male ◽  
Title I Schools ◽  
Reading Practices ◽  
Third Grade Students ◽  
Instructional Reading

African American male third graders in U.S Title I schools frequently fail to read on grade level. However, in three Title I schools in East Texas, this demographic demonstrated exceptionally high reading ability. This explanatory case study investigated the instructional strategies and practices linked to high reading achievement for these students. The study is grounded in Ladson-Billings’s theory of culturally relevant pedagogy and supported by Vygotsky’s theory of social and cognitive constructivism. The research questions were used to examine the instructional strategies and practices used on each campus that may have resulted in such high reading achievement. This study engenders a deeper understanding of effective instructional reading strategies and practices for African American boys at the elementary level.

Constructing the literate child: an analysis of Swedish literature policy

2020 ◽  
Vol 36 (2) ◽  
pp. 73-88
Author(s):  
Åse Hedemark
Keyword(s):  
Economic Growth ◽  
Policy Analysis ◽  
Reading Ability ◽  
Reading Practices ◽  
High Quality ◽  
Political Processes ◽  
The Past ◽  
Quality Literature ◽  
Shed Light ◽  
Policy Texts

This article examines Swedish literature policies since the 1970s and the construction of the literate child as expressed in policy texts. Literacy has in the past few decades, in Sweden as well as in other countries, been linked to economic growth and citizenship. In these political processes, some reading practices are considered beneficial and others less beneficial or even harmful. Using Carol Bacchi's policy analysis, this study reveals an increased interest in children's reading practices. There has been a movement in the argumentation from identifying the lack of access to high-quality literature to emphasising lack of reading ability as the main problem. Also noticeable is that the responsibility of educating children about the virtues of reading is placed on parents in the later policy texts, whereas institutions such as school and libraries are defined as the sole reading educators in earlier policies. The results presented in this study shed light on the changing conditions for library work.

The influences of gender, reading ability, independent reading, and context on reading attitude

2013 ◽  
Vol 16 (2) ◽  
pp. 241-271 ◽  
Author(s):  
Shek Kam Tse ◽  
Xiao-yun Xiao ◽  
Wai-yip Lam
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Reading Attitudes ◽  
Independent Reading ◽  
Educational Resources ◽  
Reading Scores ◽  
Reading Practices ◽  
Reading Attitude ◽  
The Relationship ◽  
Home And School

The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students’ reading attitudes reflected the influence of the student’s gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students’ reading attitudes. Moreover, teaching the students reading skills explicitly and the school’s overall reading attainment were positively related to the students’ reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

Visual perception and reading ability.

1969 ◽  
Vol 60 (4, Pt.1) ◽  
pp. 294-299 ◽  
Author(s):  
Cheryl Bonsall ◽  
Rhea L. Dornbush
Keyword(s):  
Visual Perception ◽  
Reading Ability
Sign in / Sign up

Export Citation Format

Share Document