What Makes Elementary School Students Read in Their Leisure Time? Development of a Comprehensive Questionnaire

Schüller, Elisabeth; Birnbaum, Lisa; Kröner, Stephan

doi:10.1002/rrq.164

Cited by 17 publications

(19 citation statements)

References 66 publications

(88 reference statements)

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“…To become a fluent reader, a child needs the effort and persistence to independently practice reading in and out of school, as Share (1995) has proposed in his self-teaching hypothesis. Efficacy beliefs have shown a positive association to reading amount (e.g., Schüller, Birnbaum, & Kröner, 2017;Wigfield & Guthrie, 1997), reading enjoyment (Lee & Zentall, 2015), and effort expended in reading (Galla et al, 2014). Therefore, they have a plausible link to reading fluency.…”

Section: Reading Fluency Is An Especially Central Aspect Of Reading Dmentioning

confidence: 99%

Specificity of Reading Self-Efficacy Among Primary School Children

Peura

Viholainen

Aro

et al. 2018

The Journal of Experimental Education

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We investigated the specificity of reading self-efficacy among second-to fifth-grade children in Finland (N = 1,327). Bandura (1997) theorized that efficacy beliefs can be assessed at different levels of specificity; however, empirical support for this view is scarce among young children. Efficacy beliefs targeting reading-related activities were assessed at three specificity levels (general, intermediate, and specific). Confirmatory factor analysis revealed that these specificity levels are separable, but correlated, and the structure was invariant across gender and grade level. Self-efficacy factors were positively associated with reading fluency, but the strength of these associations varied according to specificity level. Findings suggest that reading self-efficacy in primary grades can and should be assessed at different specificity levels according to varying research aims.

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Section: Reading Fluency Is An Especially Central Aspect Of Reading Dmentioning

confidence: 99%

Specificity of Reading Self-Efficacy Among Primary School Children

Peura

Viholainen

Aro

et al. 2018

The Journal of Experimental Education

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“…Textual dexterity is a central element to students’ academic success (Double, McGrane, Stiff, & Hopfenbeck, 2019; Pearson et al, 2020; RAND Reading Study Group, 2002). In addition, its various dimensions provide a foundation for human beings to thrive, not only as proficient decoders and comprehenders but also as literate people who can use reading in flexible, meaningful ways to learn things, think critically, and get things done, as well as to connect with and understand others (Greene, 1982; Janks, 2014; Newstreet, Sarker, & Shearer, 2019; Schüller, Birnbaum, & Kröner, 2017). In addition, textual dexterity may improve quality of life in broader ways, such as by furthering economic prospects (Murray & Shillington, 2011) and by contributing to greater democratic development (Demirbolat, 2019).…”

Section: What Kinds Of Readers Should Society Raise?mentioning

confidence: 99%

“…In addition to their instrumental value in fostering textual dexterity and related reading habits, the literate dispositions (including both reading motivation and self‐efficacy) have been found to contribute to regular reading for pleasure, which in turn provides meaningful aesthetic experiences that afford opportunities for self‐reflection, entertainment, and escape; literate dispositions additionally “may go hand in hand with a quest for meaning and personality development” (Schüller et al, 2017, p. 162). Literate engagement, particularly students’ deeper identification with story worlds, may also render people differently able to relate to others.…”

Section: What Kinds Of Readers Should Society Raise?mentioning

confidence: 99%

What Matters Most? Toward a Robust and Socially Just Science of Reading

Aukerman¹,

Schuldt²

2021

Reading Research Quarterly

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Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws on existing literacy research in ways that could broaden and deepen instruction. The framework proposes, first, that reading education should develop textual dexterity across grade levels in the four literate roles first proposed by Freebody and Luke: code breaker (decodes text), text participant (comprehends text), text user (applies readings of text to accomplish things), and text analyst (critiques text). Second, the framework suggests that reading education should nurture important literate dispositions alongside those textual capacities, dispositions that include reading engagement, motivation, and self‐efficacy. Justification is offered for the focus on textual dexterity and literate dispositions, and we include research‐based suggestions about how reading educators can foster student growth in these areas. Finally, we propose that reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning. Reimagining a science of reading based on these principles has the potential to make it both more robust and more socially just, particularly for students from nondominant cultures.

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“…Reading can also offer preadolescents opportunities for aesthetic experiences while supporting their complex quests for meaning and identity (Schüller et al, 2016). Books may be a perfect method of identity exploration for advanced readers (Halsted, 2009).…”

Section: Reading and Identitymentioning

confidence: 99%

“…Students often are given books at school to take home to read in the early grades, and the expectation that students will read at home often begins to decline once students know how to read (Garces-Bacsal & Yeo, 2017; Merga, 2015). Increased access to books has been found to promote recreational reading for adolescents (Merga, 2015), and increased reading has been linked to reading achievement (Schüller et al, 2016).…”

Section: Advanced Readersmentioning

confidence: 99%

Preadolescent Advanced Readers: Exploring Attitudes, Beliefs, and Behaviors

2021

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Despite dedication of tremendous resources to developing literary proficiencies, advanced readers may remain an underserved and understudied population. This qualitative study included nine preadolescent participants aged 10–12 years who demonstrated reading comprehension abilities within the top 10% on a national normed achievement battery. The researchers gathered interview data from participants with corroborating evidence from their parents and their book club teacher. The grounded theory analyses found advanced readers to demonstrate superior reading comprehension and the ability to read entire books quickly. Participants reported positive attitudes toward reading in general and preferred out of school reading over the limiting structures of school reading. Some evidence supported a connection between reading and identity exploration through narrative imagination and empathetic relations to characters and narratives. Advanced readers may present cognitive characteristics, as well as behaviors and motivations that require differentiated learning designs.

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What Makes Elementary School Students Read in Their Leisure Time? Development of a Comprehensive Questionnaire

Cited by 17 publications

References 66 publications

Specificity of Reading Self-Efficacy Among Primary School Children

Specificity of Reading Self-Efficacy Among Primary School Children

What Matters Most? Toward a Robust and Socially Just Science of Reading

Preadolescent Advanced Readers: Exploring Attitudes, Beliefs, and Behaviors

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