Why should I read? - A cross-cultural investigation into adolescents’ reading socialisation and reading attitude

Abstract

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Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach

“…Since it is really the implicit norm (e.g., observing parents reading, visiting the library) rather than explicit norms (e.g., parents telling child to read) that counts for encouraging reading students (Broeder and Stokmans 2013), the survey questions focused on what kinds of reading practices students observed at home to understand their home reading practices.…”

“…In a comparative study of the reading practices of the Netherlands, China and South Africa, Broeder and Stokmans (2013) discovered that despite cultural and situational differences between the countries, one of the most important determinants for reading was a hedonic reading attitude, or the habit of reading for leisure. What this tells us is that one key factor for successful reading programmes is getting students to want to read, and not only read when they are told to.…”

A PIRLS approach to literary understanding in secondary education

“…Gender showed some differences but only with respect to subjective measures [5]. Girls were a bit more positive about their reading proficiency; boys were slightly more positive about their performance on the task.…”

“…The first two concern our adaptation of the PIRLS approach [2,3]. The third is related to the empirical embedding of the instrument [4,5]. The first question is whether it is possible to test literary understanding using a short passage from a (larger) novel.…”

The Teaching of Children's Literature: A Case Study of Primary Teachers' Pedagogical Content Knowledge

“…A 30-year study by Scarborough and Dobrich (1994) identified correlations between attitudes toward reading and the extent of early literacy development. Also important is the amount of reading an individual completes, with positive attitude toward reading, and the development of highly motivated readers being two important consequences (Applegate & Applegate, 2004;Broeder, & Stokmans, 2013;Cunningham & Stanovich, 1997;Cunningham, Perry, Stanovich & Stanovich, 2004;Sainsbury & Schagen, 2004;Schaffner, Schiefele, & Ulferts, 2013 A reader's motivation is also influenced by the choice of texts available to them (Paris & Carpenter, 2004). Studies into reading practices have noted a decline in children's reading for pleasure across all age groups, as well as an increase in negative attitudes toward reading in general (e.g.…”