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Do they read for pleasure? Recreational reading habits of college students
Abstract
Does a relationship exist between academic achievement and the time spent in recreational reading? A significant connection was found between achievement and the time these college students spent reading for pleasure during vacations.
... It may simply be that students engage in other activities that focus on social media and short, fast-paced snippets of information instead of reading. Not surprisingly, a number of researchers who have investigated student's reading habits over the past couple of decades support this notion (e.g., Gallik, 1999;Hoeft, 2012: National Endowment for the Arts [NEA], 2007). For example, Gallik (1999) found that college students conducted most of their reading for academic purposes rather than for recreational reasons and even back in the late 1990s they spent a good deal of time on the Internet reading e-mails and visiting chat rooms. ...
... Not surprisingly, a number of researchers who have investigated student's reading habits over the past couple of decades support this notion (e.g., Gallik, 1999;Hoeft, 2012: National Endowment for the Arts [NEA], 2007). For example, Gallik (1999) found that college students conducted most of their reading for academic purposes rather than for recreational reasons and even back in the late 1990s they spent a good deal of time on the Internet reading e-mails and visiting chat rooms. A report completed over a decade ago by the NEA (2007) noted that students spent considerably more time on media and media devices than on reading (p. ...
... Although many studies have been conducted about students' reading practices (e.g., Bhavsar, 2020;Burchfield & Sappington, 2000;K. W. Braun & Sellers, 2012;Clump et al., 2004;Gallik, 1999;Hatteberg & Steffy, 2013;Hoeft, 2012;Kerr & Frese, 2017), more could be learned about college students' reading habits and preferences, particularly within disciplines. Knowing more about students' reading experiences could benefit teaching and learning practices within a discipline, within a particular program, and with regard to educators and students themselves. ...
College educators may have concerns about the reading habits of their students in general and within disciplines, and may wish to understand more about their students’ reading habits. Therefore, this Scholarship of Teaching and Learning (SoTL) study investigated students’ perceptions of their own reading habits; 124 surveys were collected from hospitality and tourism students at a university in the southeastern United States. Students at higher levels reported reading more than others, grade point average was related to reading, and several themes connected to their reading habits were identified. Based on the results of the study, implications are discussed, strategies for encouraging reading are provided, and further research is suggested.
... Two additional control variables, both identified as strong predictors of literacy and numeracy skills (Gallik, 1999;Kyröläinen and Kuperman, 2021) are the use of reading at home and the use of numeracy at home. Reading for pleasure is a key driver of reading development throughout the lifespan (see, e.g., reviews by Sullivan and Brown, 2015). ...
... Reading for pleasure is a key driver of reading development throughout the lifespan (see, e.g., reviews by Sullivan and Brown, 2015). Recreational reading results in robust and accumulating advantage in literacy and numeracy skills (e.g., Gallik, 1999). Similarly, engaging with numeracy-related activities at home promotes numeracy skills across all ages and is strongly correlated with success in math and career choices in STEM disciplines (Reder, 2008). ...
Chile and other Latin American countries consistently demonstrate the lowest scores in the international surveys of foundational information-processing skills. This paper examines the effect of formal education on the literacy and numeracy performance of Chilean adults and compares this effect with that observed in Latin American countries with similar information-processing skills. Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), we conducted a comparative analysis of literacy and numeracy skills in the Chilean population relative to Mexico, Peru, and Ecuador. Our analysis revealed that, regardless of the years of formal education, the populations of these countries do not achieve a level 3 in literacy and numeracy skills (on PIAAC’s five-level scale), which is considered the minimum requirement for effective participation in today’s technologically-driven economy and society. We also observed that Chileans at higher levels of formal education (with a bachelor’s or higher university degree) are on par with or exceed the literacy and numeracy skills of the best-performing Latin American country, Mexico. Less educated Chileans, however, lag behind education-matched groups of Mexicans and rank with the lowest-performing countries like Peru and Ecuador, in both skills. These findings highlight critical implications for educators and policy-makers in Latin America, particularly concerning educational system effectiveness in developing crucial competencies. The analysis shows the impact of past and ongoing reforms in the Chilean school system and underscores the importance of addressing skill development across all educational levels for personal and professional success in contemporary society.
... Aramide (2015) describes reading as the activity that reflects the likeness of reading, preference for reading, and the regularity of reading. The average time spent on reading, frequency of reading, and the amount of material are some indicators of reading habits (Bana, 2020;Gallik, 1999;Mu'awana, Ash, & Nafiah, 2018;Wagner, 2002). If reading is perceived as a pleasurable necessity and done regularly over a long period, it will become a habit (Fitri, 2020;Tuba, 2017). ...
... Studies have shown that while most students reported positive attitudes toward reading, only a small percentage read regularly or often, and more than %50 percent of students read only sometimes or never (Gallik, 1999). It means students theoretically believe that reading is a very important and beneficial IJSSES activity. ...
Literature reading is perceived as one of the most prominent language skills in second and foreign language acquisition. However, it is observed that students, in general, are reluctant towards reading in Iraqi Kurdistan. Poor reading habits have become a culture, and it has been overspread not only among students but also in the society as a whole in the Kurdistan Region of Iraq. The main objective of this study is to identify the major causes of poor literature reading habits among undergraduates at both private and public universities in the Kurdistan Region and recommend possible solutions to eliminate these habits. The main focus of the study is on the poor reading habits of First-year students who are enrolled in English-taught courses. The study presents a descriptive investigation and data collected through questionnaires and interviews. Three different methods were implemented to solve the problem: (1) book-based PBL (Project-based learning) type poster presentations; (2) discussing books through debating; and (3) holding motivational workshops, as an academic extra-curricular activity, about the significant role of reading in academic achievement. The study found that some of the root causes of poor reading habits are: social media, being taught by teachers who lack motivation and experiencing instability in life in the region. The study revealed that methods applied by the researchers have to some extent raised students' awareness about the crucial role of reading in broadening their horizons and achieving academic success. Thus they increased students' willingness to read and reconciled students with books by making them read several books during an academic semester.
... Bu nedenle anket sorularında okumaya ayrılan zaman ve okuma sıklığı dışında basılı ve çevrim içi okumayı tercih etme ile ilgili sorulara da yer verilerek yeni bir okuma çerçevesi geliştirilmiştir (OECD, 2019a). Çeşitli çalışmalarda okuma alışkanlığının okuduğunu anlama (Locher & Pfost, 2020;Sartika ve diğerleri, 2020;Suhana & Haryudin, 2017), okuma başarısı (Dökmen, 1994;Leppanen ve diğerleri, 2005;Mcgeown ve diğerleri, 2015), akademik başarı (Akın, 2016;Aksoy, 2017;Berkant & Tüzer, 2017;Cherian & Thomas, 1995;Gallik, 1999;Yılmaz, 2012;Güney ve diğerleri, 2014), okuma öz-yeterliği (Karakoç Öztürk, 2015;Uyar Aydın & Balkan, 2022), yazma becerisinin çeşitli yönleri (Akın, 2016;Eminoğlu & Özkan, 2019;Dölek, 2021), beyindeki beyaz cevherin gelişimi (Takeuchi ve diğerleri, 2016), sözcük dağarcığı zenginliği (Santric ve diğerleri, 2019) ve problem çözme becerileri (Sevgi & Karakaya, 2021) ile pozitif yönde ilişkili olduğu ortaya konmuştur. ...
... In the relevant literature, there are many studies illustrating that reading habits were positively related to reading comprehension (Suhana & Haryudin, 2017;Locher & Pfost, 2020;Sartika et al., 2020), reading success (Dökmen, 1994;Leppanen et al., 2005;Mcgeown et al., 2015), academic success (Cherian & Thomas, 1995;Gallik, 1999;Yılmaz, 2012;Güney et al., 2014;Akın, 2016;Aksoy, 2017;Berkant & Tüzer, 2017), reading self-efficacy (Karakoç Öztürk, 2015;Uyar Aydın & Balkan, 2022), various aspects of writing skills (Akın, 2016;Eminoğlu & Özkan, 2019;Dölek, 2021), development of white matter in the brain (Takeuchi et al., 2016), vocabulary depth (Santric et al., 2019 and problemsolving skills (Sevgi & Karakaya, 2021). ...
Bu çalışmada PISA 2018 Türkiye verilerinden hareketle öğretmen desteği, okuma öz-yeterliği, okuma alışkanlığı, okuma zevki ve PISA okuma okuryazarlığı performansı arasındaki ilişkilerin incelenmesi ve öğretmen desteği ile motivasyon kaynaklarının PISA okuma okuryazarlığı performansına katkısının belirlenmesi amaçlanmıştır. İlişkisel tarama modeliyle yürütülen çalışmada değişkenlerin PISA okuma okuryazarlığı performansına katkısını belirlemek için hiyerarşik lineer model kurulmuştur. Çalışmanın örneklemi PISA 2018 Türkiye katılımcılarından oluşan on beş yaş grubu 5670 öğrenciden oluşmaktadır. Çalışma sonucunda PISA okuma okuryazarlığı performansı ile okuma öz-yeterliği, okuma alışkanlığı, okuma zevki ve öğretmen desteği arasında pozitif yönde ilişki bulunmuştur. Değişkenlerin PISA okuma okuryazarlığı performansına katkısına bakıldığında okuma öz-yeterliği, okuma alışkanlığı ve okuma zevki, performansın %11,5’ini açıklarken öğretmen desteği ise %1’ini açıklamaktadır. Ulaşılan sonuçlar, ilgili araştırmaların sonuçlarıyla tartışılmış, Türkiye’deki okuma eğitimi ile ilgili önerilerde bulunulmuştur.
... relationship between students' reading skills and academic achievement (Acıyan, 2008;Gallik, 1999;Karatay and Dilekçi, 2020a;Karatay and Dilekçi, 2020b;Sallabaş, 2008). This basic skill is considered as a key skill (Kim and Anderson, 2011). ...
... Öğrencilerin akademik yaşamı okuma becerisi üzerine inşa edilir (Oyeronke, 2009). Öğrencilerin okuma becerisi ile akademik başarısı arasında ilişki olduğu bilinmektedir (Acıyan, 2008;Gallik, 1999;Karatay ve Dilekçi, 2020a;Karatay ve Dilekçi, 2020b;Sallabaş, 2008). Bu temel beceri anahtar beceri olarak da ifade edilmiştir (Kim ve Anderson, 2011). ...
Bu araştırmada okullarda uygulanan kitap okuma projelerinin değerlendirilmesi amaçlanmıştır. Araştırmada durum çalışması yöntemi kullanılmıştır. Projeler ildeki Millî Eğitim Müdürlüğünden temin edilmiştir. Elde edilen 61 proje dokümanı içerik analizine göre çözümlenmiştir. Araştırmada projelerin daha çok ortaokul öğrencilerine yönelik hazırlandığı belirlenmiştir. Yine bu projelere en çok katılımın ortaokullardan olduğu bulgulanmıştır. Projelerin hedef kitlesi çoğunlukla öğrencilere, az bir kısmının öğretmen ve velilere yönelik olduğu belirlenmiştir. Okuma projelerinin çoğu sadece bir okulda yürütülmüştür. İl ve ulusal düzeyde yürütülen proje sayısı sınırlıdır. İlkokul, ortaokul ve lise projelerinde öğrencilere okumaları için birbirinden farklı kitaplar ile 100 temel eser listesindeki kitaplar sunulmuştur. Bunun yanında bazı projelerde okunacak kitaplar kişisel tercihlere bırakılmıştır. Projeler kapsamında yapılan etkinliklere bakıldığında okuma etkinliği, kitap sohbeti, resim yapma, kitap sınavı, drama, söyleşi, kitabı anlatma, film izleme, panel, yazar ile söyleşi, soru-cevap yapma, yazı yazma, pano hazırlama, kitap yorumlama, kitap seslendirme ve kitap sunumu gibi çalışmaların yapıldığı belirlenmiştir.
... Most of the questionnaire items in Part Two were constructed by drawing on previous similar studies which dealt with recreational reading habits and preferences in L1, L2 and FL settings (Chen 2007, Gallik 1999, Sheorey & Mokhtari 1994, Crawford Camiciottoli 2001. The items in Part Three, however, were, following the general framework of learner belief systems research, written in compliance with the ethos of the Algerian EFL writing classes at tertiary level, where free reading is often called upon to raise standards in students' writing. ...
... The average time spent by the sample students reading voluntarily can be comparable to that reported in some similar studies (e.g. Gallik 1999 andIftanti 2012). It is worth noting that during their academic year students are required to read academic materials which often provoke anxiety. ...
Research on the benefits of free voluntary reading in EFL settings has been in the ascendant following the numerous reports documenting the power of reading voluntarily in helping students reach satisfactory levels of target language proficiency, especially writing skills which are widely considered as a source of trouble for many EFL students. From this perspective, our study examines the FVR habits of a group of EFL university students as well as their beliefs concerning the efficiency of reading voluntarily to enhance their writing development. The main results of the study reveal that despite students' inconstant Free Voluntary Reading habits, they hold positive beliefs about its efficiency in enhancing writing development specifically in terms of content enrichment rather than form correctness.
... It could be claimed that reading in English is necessary for learners' to be academically successful (Cabaroglu & Yurdaisik, 2008) and therefore, teachers and researchers try to understand the factors that affect success in reading comprehension (Kamhi-Stein, 2003). Most research supporting the importance of reading, however, has been conducted in elementary and middle school classrooms (Gallik, 1999); little empirical evidence has been gathered about college students' reading activities (Mokhtari, Reichard, & Gardner, 2009). Furthermore, research indicates that reading activities of college students have not received as much attention when compared with those of young students (Chen, 2007;Gallik, 1999;Mokhtari et al., 2009). ...
... Most research supporting the importance of reading, however, has been conducted in elementary and middle school classrooms (Gallik, 1999); little empirical evidence has been gathered about college students' reading activities (Mokhtari, Reichard, & Gardner, 2009). Furthermore, research indicates that reading activities of college students have not received as much attention when compared with those of young students (Chen, 2007;Gallik, 1999;Mokhtari et al., 2009). As a result, the studies of reading practices of college students have been either inconsistent or limited (Mokhtari et al., 2009). ...
The present study aimed to explore the relationship between reading motivation, reading engagement, strategy use, and L2 reading proficiency and the predictability of the first three factors on L2 reading proficiency in a group of Iranian EFL learners. The participants were selected based on a nonrandom purposive sampling technique. They were asked to complete the MRQ, reading engagement questionnaire, the SILL, and an IELTS reading test. The data were analyzed using the SPSS software. The findings indicated that there existed a meaningful positive relationship between reading motivation and L2 reading proficiency as well as reading engagement and L2 reading proficiency. There did not exist a positive relationship between strategy use and L2 reading proficiency. The results also revealed that reading motivation and reading engagement predicted the L2 reading proficiency of the participants. Furthermore, a significant difference existed among the low, intermediate, and high-proficient L2 readers in terms of reading motivation and reading engagement. Implications of the study are presented in the article.
... The reading habit can be enhanced by a Genuine intrinsic motivation, cultivated throughout the formative years, thanks to the teaching strategies of teachers to introduce their students to literacy and comprehensive reading, which would evidence in their academic and social success (Gallik, 1999;Guthrie and Davis, 2003;Johnsson-Smaragdi and Jönsson, 2006;Guthrie and Klauda, 2012;Nielen et al., 2016;Kyröläinen and Kuperman, 2021). The first assumption of this research obtained from the analytical framework above is the following: Assumption 1. ...
... The extrinsic stimulus of reading habit starts once individuals enter the educational system and learn to read (Scales and Rhee, 2001;Leppänen, Aunola and Nurmi, 2005;Verboord, 2005). However, depending on both on their psychosocial characteristics and those teachers who trained and guided them, intrinsic motivation for reading habit can develop beyond their academic and professional obligations (Gallik, 1999;Guthrie and Davis, 2003;and Jönsson, 2006;Guthrie and Klauda, 2012;Nielen et al., 2016;Kyröläinen and Kuperman, 2021). The reading habit adequately acquired throughout the educational process promotes motivation to read (see figure 1) and, therefore, the higher the level of academic training, the greater the reading habit (Scott, 1996;Ivey and Broaddus, 2001;McQuillan and Au 2001). ...
The general objective of this work is to analyze the reading habit of Spaniards during and after COVID-19 confinement in the same period of the following year. The specific goals are: first, study the purpose of reading; second, know the type of book form read; third, assess the time spent reading during and after confinement and fourth, identify the motivating factors of reading during the COVID-19 isolation. This research used the online survey method through the Microsoft Forms tool and applied a simple random sampling to 1,251 Spanish citizens of legal age and residents in the country with social networks (Facebook, LinkedIn, or Twitter, together with WhatsApp) during May and June 2021. The main results obtained are: firstly, there is a direct and positive relationship between academic training and the habit of reading; secondly, the reading habit among women is higher than among men; thirdly, there is a direct and positive relationship between age and reading habit; fourthly, confinement has had a positive impact on reading habits; fifthly, it is evident that confinement has driven the online purchase of books; finally and sixthly, the paper book continues to have a leading position as a content medium, compared to other alternatives such as the electronic book or the audiobook.
... Em uma universidade dos Estados Unidos, Gallik (1999) investigou a relação entre a leitura recreacional e a performance acadêmica com 151 discentes. Os dados foram coletados por meio de surveys, das quais 13 foram inutilizadas. ...
... Nota-se que os discentes que declararam ler mais de oito livros (+8 livros) obtiveram performances significativamente maiores do que aqueles que não leram nenhum (0 livro), sugerindo que a leitura, mesmo de cunho extracurricular, é relevante para se obter desempenhos acadêmicos mais elevados. Este achado é consistente com o de Gallik (1999) e Nasu (2018, os quais também detectaram relação positiva entre leitura extracurricular e performance acadêmica. ...
Objetivo: Investigar, de forma geral e comparativa, a relação entre a leitura extracurricular e o desempenho de discentes da área de ciências sociais aplicadas. Método: Coletaram-se microdados de 338.977 alunos de nove cursos de graduação do Exame Nacional de Desempenho de Estudantes (ENADE) de 2018. Resultados: As análises iniciais mostraram que o curso de graduação está associado significativamente à leitura extracurricular (mensurada pela quantidade de livros lidos que não estão contidos nas referências bibliográficas das disciplinas). Chama-se atenção especial para o curso de contabilidade, cujos estudantes – de forma geral e proporcional aos outros cursos – estão lendo menos. Em adição, os modelos de regressão indicaram relação positiva entre a leitura extracurricular e o desempenho acadêmico. Isso é válido para o desempenho nas provas de componente específico, de formação geral e, consequentemente, para o desempenho geral do discente no ENADE 2018. Contribuições: Recomenda-se que estudantes de graduação façam leituras além daquelas que constam nos programas das disciplinas, uma vez que os achados sugerem que a leitura extracurricular é relevante para a sua formação geral e específica e que, além disso, pode aprimorar as habilidades de leitura, interpretação de texto e escrita, aspectos fundamentais para se obter sucesso nos cursos de graduação.
... Others find a strong relationship between students' effort and their GPAs, especially among freshmen and sophomores (Michaels & Miethe, 1989;Nelson, 2003). In addition, some studies support the timedisplacement hypothesis by indicating a strong positive relationship between grade-point average and time spent on leisure readings (Gallik, 1999;Kim & Anderson, 2011). There are few studies about college students' choices of time allocation between independent academic and non-academic activities. ...
Chinese students are generally known to be working harder, spending more time on academic activities and having a stronger commitment to educational goals than their American counterparts. The Confucian culture of learning, coupled with social and economic pressures, compel Chinese youths to place much greater emphasis on educational attainment. Drawn on survey data gathered from university students in both the USA and China, this study explores how study habits formed during school years affect time allocation decisions made by university students. We use samples of Shanghai and NYC college students to investigate young adults' perceptions and attitudes toward the allocation of time between independent academic activities (studying and reading) and non-study activities (social networking, video gaming, and TV watching). The results appear to support claims that Chinese university students spend a greater time on independent academic activities than their US counterparts.
... Theoretical considerations and findings from various studies posit that learning assessment is correlated with several variables, both demographic and educational (Alonzo, 2016;Birenbaum & Rosenau, 2006;Willingham & Cole, 2013). Notably, demographic variables such as gender, academic year level, and academic achievement have garnered attention in the literature (Gallik, 1999;Gilbert & Fister, 2011;Gob, 2007;Kirby & DiPaola, 2011;Kuh, 2007;McDougal et al., 2011;Willingham & Cole, 2013). Consequently, this research incorporates various external variables related to demographics, including gender, GPA, and expectations for further education. ...
In the field of English language education, the crucial role of assessment for learning (AfL) requires teachers to possess robust assessment literacy. This study explores AfL literacy among high school English teachers in Yogyakarta, Indonesia by utilizing Alonzo's validated AfL survey that establishes a comprehensive six-factor model, delineating teachers as assessors, pedagogists, student partners, motivators, learners, and stakeholder partners. Exploiting confirmatory factor analysis and examining demographic variations, this quantitative research invited 202 English teachers in the Special Region of Yogyakarta, Indonesia selected purposively based on the geographical service area. Data were collected through an online questionnaire adopting Alonzo's 42-questions AfL and were analyzed quantitatively via Confirmatory Factor Analysis (CFA) with four indices, namely comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standard root mean square residual (SRMR).The findings substantiate the efficacy of the six-factor AfL model, underscoring educators' roles extending beyond traditional frameworks. The investigation also introduces a tool featuring detailed performance descriptors, addressing deficiencies, and harmonizing with AfL principles. It deduces that heightened foundational comprehension among English educators cultivates enhancements in AfL literacy and propels the refinement of professional evaluative competencies, thereby enriching the nuanced discourse surrounding AfL within language pedagogy. While the study's scope is confined to a specific geographical area and a limited cohort of participating instructors, it significantly enriches our comprehension of AfL literacy among English pedagogies. This research, therefore, provides a foundation for professional growth initiatives and facilitates enhancements in pedagogical approaches and academic achievement.
... Okuduğunu anlama becerisi ile akademik başarı arasında bir ilişki olduğu muhakkaktır. Gallik(1999)'in üniversite öğrencileri üzerinde yaptığı çalışmasında ders dışı okuma ile akademik başarı arasında pozitif bir ilişki olduğunu belirlemiştir. Yaman ve Süğümlü (2010) ilköğretim ikinci kademe öğrencileriyle yaptığı çalışmada not ortalaması yüksek olan öğrencilerin hızlı ve sessiz okuma becerileri bakımından kendilerini daha yeterli gördükleri belirlenmiştir. ...
Türkiye’nin PISA sınavlarında okuma becerileri değerlendirildiğinde OECD ülkelerinin altında
kalmıştır. Bu yüzden okumaya karşı tutumun artırılmasıyla okuduğunu anlama becerileri arasındaki
ilişkinin varlığı önemlidir. Bu çalışmanın amacı; Ortaokul 6. ve 7. sınıf öğrencilerinin okumaya ilişkin
tutumlarının okuduğunu anlama beceri düzeylerine etkisini araştırmaktadır. Araştırmada tekil ve ilişkisel
tarama modelleri kullanılmıştır. Araştırma evrenini Düzce İli Akçakoca İlçesi ortaokullarında öğrenim
gören 6. ve 7. sınıf öğrencileri oluşturmaktadır. Araştırmada seçkisiz örneklem tekniğinin bir türü olan
basit tesadüfi örneklem tekniği kullanılmıştır. Buna göre Düzce İli Akçakoca İlçesinde bulunan 8 ortaokul
içerisinden rastgele seçilen 4 ortaokuldan toplam 232 öğrenci araştırmanın örneklemini oluşturmaktadır.
Elde edilen bulgulara göre; 6 ve 7.sınıf öğrencilerinin okumaya ilişkin tutum düzeyleri
incelendiğinde; Tutum düzeyleri kişisel özelliklere göre, kız öğrencilerin ve 6.sınıfların okumaya karşı
tutumlarının daha yüksek olduğu görülmüştür. Her gün düzenli kitap okuyan öğrencilerin okumaya karşı
tutumlarının daha yüksek olduğu elde edilen sonuçlar arasındadır. Öğrencilerin okuduğunu anlama
becerileri ve bu beceriler onların kişisel özelliklerine göre değerlendirildiğinde 7.sınıf öğrencilerinin ve kız
öğrencilerin okuduğunu anlama becerileri daha yüksektir. Öğrencilerin okuduğunu anlama becerileri ile
kitap okuma sıklık düzeyleri arasında anlamlı bir fark bulunamamıştır. Sessiz okuyan öğrenciler sesli
okuyan ve altını çizerek okumayı benimseyen öğrencilere göre okuduğunu anlama beceri bakımından
yüksek puanlara sahiptir. Öğrencilerin okumaya karşı tutumları onların okuduğunu anlama becerilerini
düşük düzeyde açıklayabilme oranına sahiptir.
... As the importance of reading in the world increases, the number of studies on reading habits has increased. These studies focused on demographic characteristics (Dilshad et al., 2013;Florence, 2012;Samsuddin et al., 2020), parent (Dix, 1976;Ni et al., 2021), library (Mueller et al., 2017;Sullivan, 1981), class level (Ogunrombi & Adio, 1995), reading the magazine (Glover, 2000), library and technology (Sharma & Singh, 2005), reading habits (Akanda et al., 2013;Loh & Sun, 2018;Uusen & Müürsepp, 2012), reading habits and attitudes (Issa et al., 2012;Ulu, 2019), reader attitudes and the choice of reading tool (Rodrigue, 2017;Szentgyörgyvölgyi et al., 2017;Tveit & Mangen, 2014), the usage of the Internet (Ilgar & Ilgar, 2012;Priambodo et al., 2019), reading environment (Anjum et al., 2019;Morni & Sahari, 2013), blog writing (Quadir & Chen, 2015) and the time allocated for reading on holiday (Gallik, 1999). Some studies contributed to the literature review as (Clinton, 2019;Duffy, 1967;Gambrell, 2015). ...
Previous studies on reading habits overlooked the potential role of celebrities in reading books. This study assesses how celebrities influence young people to purchase books. The study, which is based on the fsQCA, helps to reveal some of the subtleties related to the intention of young people to purchase books. The data were collected in two stages. In the first phase, a preliminary study was conducted in order to determine the celebrities that young people liked and followed. Preliminary research was carried out at a university in Turkey. In the first phase, 332 surveys were completed. In the second phase, a total of 620 surveys were completed. The study used regression analysis and fsQCA. It was found that celebrities and TV series have a significant effect on book purchase intention. It is also seen that celebrities influence the intention of young people to purchase books again. The findings have important implications on celebrity effect for both publishers and consumers.
... Although there may be just a few empirical studies to provide a basis for answering all these questions, there are a few studies to answer some of the questions. First, studies available especially on academic libraries have indicated that most students read because of examination and only a few will read for recreation (Gallik, 1999;Shrestha, 2008;Onuoha, Unegbu &Umahi, 2013 andOwusu-Acheaw, 2014). Also established in literature is the fact that just a few students will attempt to read any book that is not directly related to their course of study. ...
Celebration is both an act of appreciation and motivation. Gratitude is offered for useful contributions to the growth and development of an organisation by a diligent officer. This is with a view to openly recognise and extol virtues of an outgoing/gone staff as well as inspire remaining workers to perform better for mutual benefits of the institution. Celebration may be formative while in the employment of the establishment or summative when it takes place as staff bows out of active service. Mr. Oladepo Ayinla Adebimpe is an outstanding employee and immediate past Librarian of the Federal College of Education (Special), Oyo who deserves to be honoured publicly. Hence, the contemplation, implementation and production of a monument in the form of a Book of Readings, which addresses
contemporary issues in Nigeria educational space.
Qualitative and Functional Education for All: Myths and Realities is apt and well-conceived in order to re-awaken the consciousness of stakeholders in the Nigeria education project to practices that are utopian on one side and achievable on the other. It is a compendium of scholars' thoughts and products of painstaking research efforts geared toward improved and beneficial outputs from citadels of
learning in Nigeria. Contributions have been put into chapters and subsequently grouped according to various disciplines. These are General and Special Education; Humanities and Social Sciences; Library and Information Science; Science, Technology, Engineering and Mathematics Education as well as Teacher Education. This is to facilitate ease of locating information which is of interest to prospective readers and users of the book. Without hesitation nor reservation, I recommend this text for consultation by all and sundry.
... Adomi (1997) opines that most students obtain reading from friends and the main library. Gallik (1999) found that magazine was the most popular type of reading materials for pleasure reading and reported that 75% of the college students read them. Uche and Udo-Anyanwu (2009) carried out a study of the reading habits of students in three private secondary schools in Owerri and asked question on materials students preferred to read. ...
This study aims to ascertain reading preferences of both male and female undergraduate students of the Auchi Polytechnic, Auchi, Nigeria. To spotlight the types of books they read, where they carry out their reading activities, factors motivating them to read and identify the problems militating against the reading preferences of students. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The population of the study consisted of all the students that registered with polytechnic library. A purposive sampling technique was adopted in the study, that is, only those students found in the library during the period of the study were used. One hundred and fifty (150) students used the library during the period of this study and were subsequently used for the study. It was revealed from the study that students of both sexes read their Lecture note, Course textbooks, past question papers and online resources in this order more than other reading materials. To pass the examination, to build my future career, to aid research and to be up to date are the major factors motivating both male and female students to read. High cost of books/ reading materials, overcrowded academic activities, inadequate books / materials in the school library, poor reading culture/ orientation among others are the major problems militating against students reading preferences. The study concludes that to build a literate and enlighten society, students must learn to develop interest in information materials aside their course work or field of study. The study recommended that the polytechnic management should re-visit the school academic calendar to ensure that academic and social activities taken place in the school are properly accommodated to give students enough time to read not only for examination but also for pleasure.
... Due to the importance of reading, many researchers have done research to learn more about people's reading habits. Several studies have been conducted to investigate the reading patterns of adolescents and young people [22,38], college students and adults, as well as specific cultures and societies [13]. Some of the frequent findings on reading habits, as summarized by Ross [29], are that "heavy readers" are more likely to be female than male, younger than older, and have a higher education level than the general population. ...
Reading is considered as an important learning tool which comprised of multiple skills. Efficient reading by university students plays a vital role in shaping our society's future. Reading habits of University students is determined by several factors including age, gender, field of study and life style. Hence, this study was conducted to explore the effect of gender differences in reading habits of university undergraduates in Sri Lanka by obtaining data using questionnaires from 192 male and 474 female students of six universities. The results revealed that enjoying reading, reading preferences, how often they are reading and reading frequency significantly varied between the two genders (p<0.05). Females enjoyed reading and spent more time than their male counterparts. Most female students preferred novels (28.5%), while male respondents (7.5%) selected books to read. The majority of the female students responded that preparation for exams (39.6%) was the main barrier against reading, while male students selected social networks (16.5%). In terms of frequency, the majority of the girls (19.5%) read once a week, while 9.3% of boys read less frequently, whereas 0.9% of them never read. Based on this study, female are better in reading and showed positive attitude towards it than male students in Sri Lankan universities. Thereby, it is recommended to the universities in Sri Lanka to provide necessary guidance and motivation in developing reading skills, especially among male students.
... When evaluated from this point of view, it can be said that the number of pages of the book read daily is quite effective on both the academic success of the students and their self-efficacy perceptions of oral expression. As a matter of fact, when the relevant literature is examined, it has been revealed that there is a positive relationship between extracurricular reading habits and academic success at all educational levels from basic education to higher education (Acıyan, 2008;Gallik, 1999;Kasımoğlu, 2014;Yaman & Suğumlü, 2010). Güngör (2009), who especially examined the relationship between the reading habits of primary school fifth grade students and their Turkish course academic success, determined in his research that there is a positive relationship between reading habits and Turkish course academic success, and that as the habit of reading books increases, the Turkish course academic success also increases. ...
This research was created in order to detect the indirect, direct and total effects of some factors affecting the academic success of secondary school students in Turkish courses. Concordantly, in the research, the explanatory and predictive relationships between students' individual verbal expression self-efficacy perceptions, group verbal expression self-efficacy perceptions, motivation towards school and demographic characteristics (gender, number of siblings, education level of parents) as well as various variables (number of books at home, number of book pages read daily, the daily television watching frequency and daily internet use frequency) and academic success in Turkish lessons were examined. In the study group of the research, there are 506 eighth grade students studying in seven public secondary schools in the city center of Kilis. The data obtained were analyzed with a structural equation model to reveal the indirect and direct causality between internal and external variables through structural equations. As a result of the research, individual verbal expression self-efficacy perceptions and motivation towards school have only indirect effects on students' academic success in Turkish lessons, group verbal expression self-efficacy perception, number of siblings and father's education level have only direct effects. Besides, gender, the number of books at home and the number of daily book pages read have both indirect and direct effects on the academic success of students in Turkish lessons. However, in the study, it was detected that individual verbal expression self-efficacy perceptions, gender, number of books at home, number of daily book pages read, and motivation towards secondary school had indirect and/or direct effects on group verbal expression self-efficacy.
... The development of reading skill is one of the major areas in mother language education, particularly, with the objective defined as growing individuals being able to adapt to the changing world of today, having high order thinking skills, and having the capacity to renew themselves at any stages of their lives, reading skills has become more important as it plays a key role for all these qualities (Balcı et al., 2012;Gallik, 1999;Stevens et al., 2020). Therefore, reading skill takes an important place both in school practices and in scientific studies. ...
... Students who fared better on a test of reading comprehension report devoting somewhat more time to leisure reading. 75 percent of college students routinely read periodicals as a kind of leisure reading, according to Gallik (1999). ...
The ability to read and comprehend English text is one of the four core language abilities, hence ESL students need to develop strong reading skills. Reading is quite difficult to learn because many students are still struggling with reading in English. This study seeks to comprehend the reading habits and attitudes of undergraduate English as a Second Language (ESL) students in Malaysia. This research aims to investigate the preferred English reading materials of ESL undergraduate students, the amount of time they spend time reading each day, and their attitudes toward reading English materials. The information for this study was gathered via a survey. This study utilised an adapted version of Smith's (1991) Adult Survey of Reading Attitude (ASRA) and Pandian's (1997) Reading Habit questionnaire. The data was analysed using SPSS statistics and descriptive statistics was used to determine the respondents’ reading attitudes. The questionnaire was sent to 215 undergraduate ESL students currently enrolled in English proficiency courses. The study revealed that (i) ESL undergraduates enjoy reading English materials but still experience anxiety when doing so, and (ii) students enjoy reading as much as they enjoy visiting websites, such as social media sites. The paper will conclude by discussing the implications of the findings for the development of instructional materials within a reading context.
... Having reading habit ensures students to be successful in exams (Acıyan, 2008;Gallik, 1999;Karatay and Dilekçi 2020;Tatar and Soylu, 2006;Sallabaş, 2008;Yaman and Süğümlü, 2010). Previous studies have shown that one of the factors affecting countries' performance in PISA is a social culture placing emphasis on literacy (Çobanoğlu and Kasapoğlu, 2010). ...
The purpose of the current study is to evaluate Turkey’s International Student Assessment Program (PISA) reading literacy scores in view of Turkish Language teachers. For this reason the study was designed as a case study, one of qualitative approach. In the research, the data were collected from 15 Turkish language teachers through interviews. An interview form was developed and used as a data collection tool. Content analysis techniques were used to evaluate the research data obtained. As a result of the research, it was identified that most of the Turkish teachers did not follow the PISA results. Teachers regarded to the missing information and indifference as a reason for their incomplete command of this subject. The reason why teachers follow PISA results is to evaluate Turkey’s success in the field of education and to see the educational situation of other countries. Teachers also stated that it is necessary to follow the current developments in education as a requirement of their profession. A number of teachers assessed Turkey’s reading literacy scores in PISA as relatively low by pointing out the society’s and students’ lack of reading habit. In addition, they stated that the education system is not suitable for being successful in PISA. They offered that the education system, curriculum and course books should be updated in order to reach the desired score in PISA. They also suggested that teachers should be informed about PISA and its measurement and evaluation processes.
... To lack the capacity to read and all the diverse benefits accruable from reading impoverishes both cultural and civic life. Gallik (1999) states that "reading culture is the base to greater passion of every individual's inner self. Izanrumaisya (2008) identified poor reading culture among students as a persistent sore and also acknowledged the efforts of several concern organisations aimed at reviving the culture, in recognition of the fact that it is also a literate and acknowledgeable society that can fully participate in and positively contributed to national development. ...
The study was conducted to examine the influence of parent on the reading culture of secondary school students. Seven research questions and seven hypotheses were formulated to guide the study. Related literature were reviewed base on the hypotheses. Survey design was adopted for the study. The population of the study was 22,759. Stratified sampling technique was used for the selection of the schools and simple random sampling technique was used for the selection of 1056 students who consisted the sampling population. A research instrument titled parental influence on reading culture of children questionnaire (PIRCCQ) was used for data collection. Internal constancy reliability was determined using the Cronbach Alpha Coefficient for the overall reliability coefficient obtained was 0.728. The seven hypotheses were analyzed using mean and percentage, and the seven hypotheses was analysed using dependent t-test and ANOVA. The results revealed that parents significantly influence the reading culture of their children. Based on this the researchers recommended the advocacy and promotion of reading culture among students to forestall examination malpractice among other things.
... Leisure reading has been defined as "reading of any kind, excluding school texts and other materials assigned at school" (Greaney, 1980, p. 345). Different contexts of research have used leisure reading as "leisure-time reading" (Greaney and Hegarty, 1987), "extensive reading" (Day and Bamford, 1998), "reading for pleasure" (Gallik, 1999), "free voluntary reading" (Krashen, 2004), "reading for fun not for school" (Kazelskis et al., 2004), "extracurricular reading" (Chen, 2007) and Kamhieh (2012) relates leisure reading to enjoyment. Hughes-Hassell and Rodge (2007) emphasized that personal choice is important in terms of leisure reading from a variety of reading materials. ...
Purpose
Providing equal opportunities in class as well as at home does not ensure equal promotion of leisure reading among girls and boys. Gender differences have wider impacts on their reading development. The purpose of this paper is to find out gender differences in leisure reading habits among children.
Design/methodology/approach
The search process was conducted during Aug.–Sept. 2019 using Scopus database. A total of 41 studies were selected for the review. The systematic review used Cochrane Methodologies reported as per preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines for identification, evaluation and selection of studies. The studies that dealt with leisure reading, reported gender difference of reading, had age group of 4–18-year children, were in English language and were accessible to the researchers were selected for review.
Findings
The results were presented in terms of identified reading factors including reading frequency, reading choice, reading time, reading media, reading influence, reading value and library use. The girls were more frequent readers than boys. The girls were in favor of fiction, while boys were interested in reading nonfiction. Girls preferred online materials but boys were in favor of printed materials. The boys were influenced by their fathers and peer groups’ reading, while girls were influenced by their mothers’ reading habits.
Research limitations/implications
The study provided better understanding of boys’ and girls’ reading differences and required the librarians, teachers and academic policymakers to deal with them accordingly.
Originality/value
To the best of the authors’ knowledge, this is the first kind of systematic review reporting difference of reading on the basis of gender and inferred reading factors. It will be helpful for librarians, teachers and academic policymakers to consider these differences while dealing with boys’ and girls’ reading choices and interests.
... Due to the importance of reading, many researchers have done research to learn more about people's reading habits. Several studies have been conducted to investigate the reading patterns of adolescents and young people (Wicks, 1995;Machet, 2004), college students and adults, as well as speci c cultures and societies (Gallik, 1999;Ali, 1994). Some of the frequent ndings on reading habits, as summarized by Ross (2002), are that "heavy readers" are more likely to be female than male, younger than older, and have a higher education level than the general population. ...
Reading habits of university students, which is crucial in building a robust individual, are affected by various factors. This study was conducted to explore the effect of gender differences in reading habits of university undergraduates in Sri Lanka. Data were obtained using a questionnaire from 192 male and 474 female students of six universities. Enjoying reading, reading preferences, how often they are reading and reading frequency showed significant variations between the two genders ( p <0.05). Female students enjoyed reading and spent more time in reading than their male counterparts. Most female students preferred novels (28.5%), while male respondents (7.5%) selected books to read. Both male (14.5%) and female (33.1%) students selected education as their preferred genre while politics and poetry were preferred by least number of female students (6.6%) and male students (2.1%) respectively. Personal satisfaction was the main reason for reading to both the male (17.4%) and female students (39.9%) while the least number of male (2.1%) and female (7.2%) students read for reinforcing their lessons. The majority of the female students responded that preparation for exams (39.6%) was the main barrier against reading, while male students selected social networks (16.5%). In terms of frequency, the majority of the girls (19.5%) read once a week, while 9.3% of boys read less frequently, whereas 0.9% of them never read. Based on this study, female are better in reading than male students in Sri Lankan universities.
... Encouraging students to read more has many benefits. Time undergraduates spend reading for pleasure is correlated with grade point average in Gallik (1999). Although correlation does not necessarily imply causation, we should expect students who read more to do better in their coursework. ...
Despite the large quantity and wide variety of popular science books available in biology, most undergraduate biology majors seldom read full-length books outside of class. To ensure that the students in my Writing in Biology class are exposed to such books, I assign a book review essay and provide an annotated list of a few dozen books in genetics, evolution, and other areas of biology. The assignment also includes a section on the book author’s style, in which students use material discussed earlier in the class. Informal presentations of the books provide opportunities for various discussions. The assignment (including the list of books) is included in an Additional file 1.
... It is important to be able to acquire good reading habits and skills. Many studies that associate with the importance of reading has been made on teenagers (Wicks, 1995;Machet, 2004), on university students and adults as well (Gallik, 1999;Kirsch & Guthrie, 1984;Ali, 1994), and on certain cultures and society, such as Malaysian. For example, in one of the studies by Zin et al. (2014), many educators and employers described that Malaysian university study lack critical reading abilities because of their capacity to digest reading texts. ...
Reading habit is a fundamental skill that is necessary for every student's life. However, Malaysia is far from a culture of reading. Therefore, to step forward to a world that enjoys reading, everyone needs to spread good reading habits as soon as possible. Thus, this conceptual paper provides a literature review that is relevant to students' reading habits by using multimodal text. Additionally, it explores reading habits, the importance of reading, multimodal text as instructional material, and the advantages of using multimodal text to improve students' reading habits. By identifying some advantages of using multimodal text in improving students' reading habits, such as making the learning environment more interesting and productive, encouraging more on reading habits and motivate students to read texts with passion. Thus, teachers should be encouraged to develop their own multimodal text to be used in the ESL classroom.
... Similarly, in this research, it was determined that female students read more than male students daily and monthly, that they spare more time for reading nonstop at a time. Gallik (1999) concluded that there is a positive relationship between the academic achievement of university students and their extracurricular reading habits, Sallabaş (2008) concluded that there is a positive relationship between academic achievement and reading comprehension skills; Güney et al. (2014) concluded that there is a positive relationship between academic achievement and the number of books read; Applegate and Applegate (2004) concluded that the majority of individuals who enjoy reading have a high level of achievement. There are also some literature records that reading increases academic achievement in different courses. ...
p>The aim of this study is to examine whether reading habits have any effects on the academic achievement of the biology course of high school students in Turkey. In the research, the relational screening model was preferred from the quantitative research models and the phenomenological approach was preferred from the qualitative research models, so the mixed method was used. The study group consists of 266 students studying in the final year of various high schools and who took biology courses before in the province of Kars in Turkey. Data were collected by the questionnaire form prepared by the researchers. In the questionnaire, the participants were asked 12 questions in total; 4 questions to determine the variables of the type of school, education fields, gender, school report marks, 5 close-ended questions to be thought to be able to determine their reading habits, 2 open-ended questions and 1 metaphor question. Frequency and percentage values were calculated for descriptive analysis of the answers given to the questionnaire items. Chi-square analysis was used to examine the relationship between demographic characteristics and the reading habits of the students, and the content analysis technique was used to analyze metaphors.
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... Individuals differ substantially in the number and types of words they know (Mainz et al., 2017) and how often they engage in leisure reading (Gallik, 1999;Wift & Ander, 2017). It is likely that differences in receptive vocabulary size and exposure to literary texts influence the interaction between word difficulty and modality on word recognition accuracy. ...
Language users encounter words in at least two different modalities. Arguably, the most frequent encounters are in spoken or written form. Previous research has shown that – compared to the spoken modality – written language features more difficult words. An important question is whether input modality has effects on word recognition accuracy. In the present study, we investigated whether input modality (spoken, written, or bimodal) affected word recognition accuracy and whether such a modality effect interacted with word difficulty. Moreover, we tested whether the participants’ reading experience interacted with word difficulty and whether this interaction was influenced by modality. We re-analyzed data from 48 Dutch university students that were collected in the context of a vocabulary test development to assess in which modality test words should be presented. Participants carried out a word recognition task, where non-words and words of varying difficulty were presented in auditory, visual and audio-visual modalities. In addition, they completed a receptive vocabulary and an author recognition test to measure their exposure to literary texts. Our re-analyses showed that word difficulty interacted with reading experience in that frequent readers (i.e., with more exposure to written texts) were more accurate in recognizing difficult words than individuals who read less frequently. However, there was no evidence for an effect of input modality on word recognition accuracy, nor for interactions with word difficulty or reading experience. Thus, in our study, input modality did not influence word recognition accuracy. We discuss the implications of this finding and describe possibilities for future research involving other groups of participants and/or different languages.
... Based on the report of literature bureau in The United State, reading is a stepping stone to be success, not only in education but also in everyday life. According to Gallik (1999), without proper reading ability, the opportunity to present self-ability is almost zero. Therefore, people are urged to read as many and various works as possible to obtain extensive knowledge as the basic to speak. ...
People need good background knowledge before they speak. The purpose of the present study was to discuss the implication of students’ critical reading skill to their English speaking performance in classroom activity. Researchers also would like to discuss the effect of multicultural atmosphere to students’ speaking skill. This study employed descriptive qualitative design to explain students’ speaking ability after they read. Therefore, students’ speaking ability could be mapped out after being stimulated by critical reading. The major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. Gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. Besides, the multicultural background of the students were not significantly affect their speaking ability. Yet, some students felt difficult in pronouncing ‘f’ in ‘of’, ‘v’ in very’, and ‘o’ in open’ correctly. This was because of their pronunciation habit in their homeland.
... Ramasamy and Padma (2020) from their study in India, found that both boys and girls school students prefer non-fiction English language reading materials, they prefer silent reading, home was their preferred place to read, they prefer to read their mother tongue newspapers and magazines and they read only the subject magazines, they spent less than an hour for reading, they also read e-books and they use search engines to access their required e-reading materials. Gallik (1999) found that the time spent by the students in recreational reading when the classes were in session ranges from 1 to 2 hours each week and during vacation periods, they spent about 2 hours or less each week for recreational reading and that magazines were found to be the most popular type of reading materials followed by e-mail, letters and comics. Further, it was also found that students who spent more time for reading have in general superior academic skills which help them to achieve academic success and they also had the ability to sustain attention and concentration essential for academic success. ...
This paper discusses the trends in reading habits of students from school level to higher (College and University) levels of education through the review of related literature. It reveals the different choices of reading materials, the time spent on reading, the purpose of reading and the most preferred place for reading when the students are at different levels of education. It also highlighted the factors which affect and motivate the reading habits of the students.
... Hastings and Henry (2006, as cited in Loan, 2012) observed that more than half of the students, which is (56%) spend less than half an hour a day on reading. Likewise, Gallik (1999) found that 63% read 2 hours and less weekly while only 13% read 6 hours and more. However, a worrying response was that there were also some respondents from all three years of studies who spent less than 30 minutes in reading. ...
The practice of reading both for academic purposes and pleasure is largely agreed to have
diminished over the years mainly because of advancements in social media technology. This paper thus examined the reading habits in general among English major students at Sherubtse College, Royal University of Bhutan. For data collection, a questionnaire with nine items was designed and administered to 106 English major students with gender and the year of study as the moderating variables. The questionnaire investigated the students’ general attitudes towards reading, the reasons they read, the average time they spend on reading, the challenges they faced in reading, and the effects of social media on their reading habits. In addition, informal interviews were conducted to verify and
triangulate the responses received from the participants. Both these quantitative and qualitative data revealed interesting insights into the reading habits of the students in question. The results are discussed and recommendations provided at the end.
... Aynı zamanda okuma alışkanlığı öğrencilerin dil becerilerini ve bilişsel gelişimlerini olumlu etkileyerek derslerde ve sınavlarda başarılı olmalarını sağlar. Öğretmenlerin bu görüşleri bundan önceki araştırmaların; ortaokul öğrencileri ve öğretmenleri (Karatay ve Dilekçi 2020;Sallabaş, 2008;Yaman ve Süğümlü, 2010);ortaöğretim öğrencileri (Acıyan, 2008;Gallik, 1999); lisans öğrencileri (Tatar ve Soylu, 2006) üzerine yapılan araştırma bulgularıyla örtüşmektedir. ...
Bu araştırmanın amacı, Türk dili ve edebiyatı (TDE) öğretmenlerinin okuma alışkanlığı hakkındaki görüşlerini ortaya koymaktır. Araştırma, durum çalışması olarak tasarlanmıştır. Araştırmaya veri toplamak için 14 TDE öğretmeni ile çalışılmıştır. Öğretmenlerle yapılan görüşmelerin içerik analizi yapılmış, liselerdeki öğrencilerde okuma alışkanlığının durumu incelenmiştir. Öğretmenler okuma alışkanlığını, sürekli ve düzenli okuma kültürü edinme olarak tanımlamıştır. Bu alışkanlığa sahip öğrencilerin dil becerilerinin diğerlerine göre daha iyi, akademik başarılarının da yüksek olduğunu belirtmişlerdir. Öğretmenlere göre okuma alışkanlığının kazanılmasını engelleyen etmenler şunlardır: internet ve teknoloji araçlarının kullanımı, sosyal medyada geçirilen zaman ve televizyon izleme. Bunlara ayrılan zaman arttıkça öğrencinin kitap okumaya ayırdığı zaman azalmaktadır. Ayrıca okul derslerinin yoğun olması ve öğrencinin özellikle son sınıfta sınavlara hazırlanması okul dışı saatlerde okul derslerinin öncelemesine ve hobi olarak dahi okuma faaliyetinin ihmal edilmesine sebep olmaktadır. Öğrenciler en çok okul ya da halk kütüphaneleri aracılığıyla kitaplara erişmektedir. İstedikleri kitap kütüphanelerde yoksa kitapçılardan satın almaktadır. Öğrenciler kitap seçerken sırasıyla en çok; roman, şiir, anı, hikâye, biyografi, efsane türlerini; konu olarak da; macera, fantastik, polisiye, aşk, tarih, korku, bilim kurgu, gençlik, spor ve magazin konularını içeren kitapları tercih etmektedir. Öğrencilerin okuma alışkanlığını geliştirmek için sınıfta; okuma saatleri, kitap söyleşileri, yazar ve eser tanıtımları, okuma grupları, kitapların filmlerinin izlenmesi, okuma dersleri ve yazar söyleşileri yapılabilir. Okulda; kitap okuma yarışmaları, kitap okuma projeleri, kitap kahramanları günü etkinliği, kitap kahramanları tiyatrosu, okul kütüphanesinde okuma etkinlikleri yapılabilir. Öğretmenler okul dışında; kitap fuarı gezileri, kitapla ilgili film izleme gibi etkinliklerin yapılabileceğini belirtmişlerdir. Ayrıca öğretmenler bu konuda öğrencilere iyi bir örnek ve rehber olmalıdır.
... Okuma ile okuduğunu anlamanın öğrencilerin akademik başarıları için önemli bir etken olduğu senelerdir araştırma yapanların, eğitimle uğraşanların ve anne babaların gündemindedir. Okumanın, öğrencilerin akademik başarısı için eğitim sürecinin tüm aşamalarında anlamaya katkı sağladığı tartışılmaz bir konudur (Gallik, 1999). Öğrencilere okullarda verilen notlar, akademik başarıyı somut hale getiren en önemli göstergelerdendir (Keskin ve Yapıcı 2008). ...
Bu araştırma öğrencilerin okuma motivasyonları ve okuduğunu anlama becerilerinin, akademik başarıyı yordama düzeyini belirlemek amacıyla gerçekleştirilmiştir. Araştırma, ilkokul dördüncü sınıfa devam eden 758 öğrenci üzerinde yürütülmüştür. Araştırma, ilişkisel tarama modelinde yürütülmüştür. Verilerin analiz edilmesinde betimleyici istatistiklere, korelasyon analizlerine ve çoklu doğrusal regresyon analizlerine yer verilmiştir. Araştırmada ulaşılan bulgulara göre okuma motivasyonu ve okuduğunu anlama, öğrencilerin akademik başarılarının anlamlı yordayıcısıdır. Diğer taraftan akademik başarı ile okuma motivasyonu arasında düşük oranda pozitif yönlü; okuduğunu anlamaları arasında ise orta düzeyde pozitif yönde anlamlı düzeyde ilişki bulunmuştur. Bu bulgulara göre öğrencilerin okuma motivasyonu ve okuduğunu anlama becerileri arttıkça, öğrencilerin akademik başarıları da artmaktadır.
... The term recreational reading means any type of reading that extends to include a wide range of topics in the form of printed and digital texts and is determined by the reader's preference of what, when, and where is read, which does not bear any assessment other than the reader to himself or herself (Richardson & Eccles, 2007). Throughout the years, many researchers have used various terms to refer to recreational reading, to name a few, leisure reading (Hughes-Hassell & Rodge, 2007;Stokmans, 1999), spare-time reading (Searls, Mead, & Ward, 1985), reading outside-of-school (Anderson, Wilson, & Fielding, 1988), voluntary reading (Gilbert & Fister, 2010;Krashen, 2011;Richardson & Eccles, 2007), and recreational reading (Gallik, 1999;Klauda & Wigfield, 2012). The extant literature on reading indicates that these terms have been used interchangeably to mean recreational reading. ...
Because an understanding of reading attitude is pivotal to reading encouragement, this study investigated the multidimensionality of recreational reading attitude among Jordanian EFL students. A survey of recreational reading attitudes was administered to 225 EFL tertiary students at the University of Jordan. The responses to the 10-item survey were factored using (1) exploratory factor analysis (EFA) and 2 factor dimensions were obtained for the recreational reading attitude: efferent (cognitive) and aesthetic (affective). Results were, then, validated using (2) confirmatory factor analysis (CFA) using IBM Amos 23. Results provide statistical evidence and a confirmation through using mixed statistical approaches (i.e., EFA and CFA) that the recreational reading attitude of EFL students is multidimensional, which will yield a better understanding of how attitudes can affect EFL students’ engagement in reading and choices of reading materials, thus introducing a new definition for recreational reading attitudes to encompass their multidimensional nature.
... Okumanın akademik başarıdaki rolü uzun yıllardır araştırmacıların, eğitimcilerin ve ebeveynlerin gündemindedir. Okumanın, eğitim sürecinin her aşamasında anlamaya yardımcı bir ekinlik olarak öğrenci başarısını belirleyici bir faktör olduğu bilinmektedir (Gallik, 1999). Okullarda akademik başarıyı somutlaştıran en belirgin göstergeler öğretmenler tarafından verilen notlardır (Keskin ve Yapıcı 2008). ...
Bu çalışmanın amacı; okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın akademik başarıyı hangi yolla ve ne düzeyde etkilediğini belirlemektir. İlişkisel tarama modeli çerçevesinde yürütülen araştırmada yapısal bir model geliştirilip test edilmiştir. Araştırmaya Ankara ili Etimesgut ilçesinde kamuya ait bir ilköğretim okulunda beşinci sınıfa devam eden 135 öğrenci katılmıştır. Araştırmaya katılan öğrencilerin okuma motivasyonlarının belirlenebilmesi için Okuma Motivasyonu Ölçeği-Türkçe Formu kullanılmıştır. Araştırmada akıcı okuma düzeylerinin belirlenebilmesi için öğrencilere sınıf düzeyine uygun bir metin sesli olarak okutulmuştur. Okuma sürecinde yapılan hatalar belirlenerek öğrencilerin okuma hızı ve kelime tanıma düzeyleri hesaplanmıştır. Akıcı okumanın diğer göstergesi olan prozodik okuma becerisi ise Çok Boyutlu Akıcılık Ölçeği ile değerlendirilmiştir. Öğrencilerin okuduğunu anlama düzeyini belirlemek için gerekli olan veriler hikâye edici metni anlama, bilgi verici metni anlama ve kelime bilgisi testlerinden elde edilmiştir. Öğrencilerin akademik başarılarının belirlenmesinde ise Türkçe, fen, matematik ve sosyal bilgiler derslerine ilişkin karne notları kullanılmıştır. Araştırma problemine cevap verebilmek için Yapısal Eşitlik Modellemesi (YEM) kullanılmıştır. Verilerin analizi SPSS ve AMOS istatistik programları ile gerçekleştirilmiştir. Araştırma sonuçları okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki değişimin %61’ini açıkladığını göstermiştir. Bu bulgunun literatüre çok önemli bir katkı olduğu söylenebilir. Türkiye’de ilkokul ve ortaokul ders programlarında okuma öğretimine yönelik yaklaşımlar gözden geçirilmelidir. Öğrencilerin okuma motivasyonunun geliştirilmesi, öğrencilere akıcı okumanın öğretimi ve okuduğunu anlama becerilerinin kazandırılmasına yönelik çalışmalara daha fazla yer verilmelidir.
... This indicates that the female students are more active in borrowing the collection than the male students. Based on the study of Jude D. Gallik (1999), reading interest on female students is higher than males, supported by Shahriza Abdul Karim and Hasan (2007), who stated that male students read significantly more on the sources other than academic books, such as newspaper, website, and literature. The same thing applies once analysis is conducted to the average of borrowed collection in one year, where a significant difference between male and female students is found. ...
This research analyze the influence of gender and study year (independent) variables on student activities (dependent) in college library. Research location is at UPT Library of Andalas University. The source of research data comes from the number of visitors and book borrowing, which is recorded in the library database. To improve data validation, the period of the year is based on the academic calendar of the Andalas University. In addition, the data collection is limited only for 4 years, and solely for undergraduate students. Data processing utilizes descriptive and analysis of variance (ANOVA) statistical analysis. The results show 69.89% of borrowing transactions are conducted by female students, the remaining 30.11% by male students. For variable of study year, 42.2% transactions derived from the freshmen student, the remainder derived from the study year 2, 3, and 4. While for the number of visits, 59.1% were female students and 40.9% were male students. Based on the study year, the percentage of student visits for study years 1 and 4 was the highest compared to the study years 2 and 3. Overall, the freshmen and female students are more active in visiting libraries and borrowing transactions. The analysis result also shows that gender and study year significantly affect the number of visits and borrowing each year.
... Türkçe öğretmenleri, okuma alışkanlığını sürekli ve düzenli yapılan etkinlik olduğunu, günlük olarak yapılan bir eylem, zorlama ve baskı olmadan okuma isteğiyle kitap okuma kültürü edinmiş olmak şeklinde tanımlamışlardır. Öğretmenlerin okuma alışkanlığı tanımı alanyazınla örtüşmektedir (Aksaçlıoğlu ve Yılmaz 2007;Sangkaeo, 1999;Shen, 2006;Yılmaz, 2004 (Acıyan, 2008;Gallik, 1999;Tatar ve Soylu, 2006;Sallabaş, 2008;Yaman ve Süğümlü, 2010) (Clark, 2010;Gaona ve González, 2011;Oriogu, 2015;Wicks, 1995;Zickuhr et. al, 2012;Yılmaz, 2004 (2007), cinsiyetten bağımsız olarak öğrencilerin konu olarak en çok macera, gizem, suç, mizah konulu kitapları tercih ettiğini bulgulamıştır. ...
A Whole Person Approach (WPA) can be used in various parts of LAM (Libraries, Archives, and Museums) sector to provide effective services for underserved groups of society to achieve civic engagement with the communities it serves. WPA is a relatively new theoretical framework in the fields of social science and healthcare. It highlights the necessity and importance of having a holistic view in dealing with different life matters and challenges. This chapter focuses on the special services that LAM sector can offer to facilitate the way towards achieving the goal of enhanced civic engagement, as serving the unserved groups of society is an urgent priority for the sector. Several Creative strategies will be discussed that can be implemented in the current services to make sure the special needs of communities that a sector serves are considered and met. A limitation of this chapter is that it is not a case study, nor is it based on field experiences. It is in fact a critical exploration of the concepts to facilitate in building a theory in an interdisciplinary perspective.
Little is known about the reading habits and interests of college students in the post-pandemic environment, especially those of the understudied student populations of the Middle East. Thus, a convenient sample of female undergraduate students of Saudi Arabian descent was asked to report reading habits and interests. First, the study asked whether the responses of students organized by field of study (STEM versus non-STEM) differed. Then, it assessed the extent to which reading habits (as indexing reading comprehension skills) predicted college attainment (as measured by GPA) in each of the selected subsamples. Although habits and attitudes did not differ between STEM and non-STEM students, attitudes predicted reading habits differently for the two groups. Furthermore, habits and attitudes were better predictors of academic attainment for STEM than non-STEM learners. These findings underscored the need for institutions of higher education to carry out periodical assessments of their students’ reading habits and interests. Results can then inform library policies and instructional interventions that will benefit STEM students the most.
The traditional library management system is being rapidly replaced by digital solutions to make library operations more efficient and effective. MyCampuz Library Management Software is a digital platform that offers a range of features for educational institutions to manage and automate their library functions. This article explores the features of MyCampuz LMS and the benefits it offers to librarians and library users. The software’s automation of library functions, improved user experience accurate reporting and analysis and integration with other systems make it a comprehensive solution for managing library resources and services. This article also discusses the challenges and considerations for implementing MyCampuz LMS and provides recommendations for institutions looking to adopt this technology. Overall MyCampuz LMS provides an innovative solution for enhancing library management, making it easier and more efficient for institutions to provide high-quality library services
Ortaokul öğrencilerinin okuma iç motivasyonları, başarıları, okuma tutum ve alışkanlıklarının arasındaki ilişkinin incelenmesi amaçlanmaktadır. Bu amaçla nicel araştırma yöntemi çeşitlerinden biri olan ilişkisel tarama modeli kullanılarak çalışma desenlenmiştir. Araştırmanın örneklemini basit seçkisiz örnekleme yöntemi ile seçilen 1137 ortaokul öğrencisi oluşturmaktadır. Bu araştırma ortaokul öğrencilerin okuma iç motivasyonu, okumaya yönelik tutum ve alışkanlıkları ve başarıları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Bu nedenle, çalışmada Okuma İç Motivasyonu Ölçeği ve Okumaya Yönelik Tutum ve Alışkanlık Ölçeği kullanılmıştır. Araştırmada kullanılan ölçekler Google Forms aracılığıyla öğrencilere uygulanmıştır. Verilerin analiz edilmesinde betimsel analiz değerleri için aritmetik ortalama, standart sapma ve frekans değerleri hesaplanmıştır. Ayrıca, araştırma verilerinde normallik dağılımı varsayımı sağlandığından dolayı değişkenler arasındaki ilişki Pearson Korelasyon Katsayısı kullanılarak hesaplanmıştır. Araştırmada elde edilen bulgular incelendiğinde öğrencilerin okuma iç motivasyonlarının yüksek seviyede hatta okuma iç motivasyonunun alt bileşeni olan merak, ilgi ve azim faktörlerinde de yüksek seviyede oldukları gözlemlenmiştir. Hatta okuma iç motivasyonunun alt bileşeni olan merak, ilgi ve azim faktörlerinde de yüksek seviyede oldukları gözlemlenmiştir. Çalışmanın bulguları incelendiğinde ortaokul öğrencilerinin okuma iç motivasyonları ve okuma tutum ve alışkanlıklarının yüksek seviyede olduğunu göstermiştir. Ayrıca Türkçe dersi başarısının hem okuma iç motivasyonu ile hem de okuma tutum ve alışkanlıkları ile ilişkili olduğunu fakat bu ilişkinin düşük seviyede olduğunu göstermektedir. Araştırma nicel boyutta okumada tutum, alışkanlık ve iç motivasyon değişkenlerinin etkisi üzerine yapılmıştır.
In the Digital era, technology has revolutionized information. The web and internet have replaced manual information with digital. Information is available online on tip of a finger. In the academic, the Teaching-learning process had been done online in covid-19 lockdown. Students are becoming technology savvy. This study had been done to know the gender differences in reading habits of college students in Mumbai City in the digital era. The prepared questionnaire was distributed to the college students via WhatsApp, Facebook, LinkedIn, and Instagram. 168 responses were received out of which 81 were Females and 87 were Males. The result showed that there is not much gender difference among college students. The students have shown their interest in reading online or by using technology devices. One of the responses depicted that social media, watching TV, exams, and sleeping are the reasons which negatively affect their reading. The footprints on social media of people in general and students, in particular, have risen further during the corona outbreak.
What makes a literate person? What leads to literacy gains and losses within and between individuals and countries? This paper provides new evidence that helps answer these questions. The present comparative analysis of literacy is based on large representative samples from the Survey of Adult Skills conducted in 33 countries, with 25–65 year old participants. We provide, for the first time, estimates of relative importance for a comprehensive set of experiential factors, motivations, incentives, parental influence, demands of workplace, and other predictors of influence. We sketch a configuration of factors that predicts an “ideal” reader, i.e., the optimal literacy performance. Moreover, we discover a pivotal role of the age effect in predicting variability between countries. Countries with the highest literacy scores are the ones where literacy decreases with age the most strongly. We discuss this finding against current accounts of aging effects, cohort effects and others. Finally, we provide methodological recommendations for experimental studies of aging in cognitive tasks like reading.
Reading in the Networking Society of the 21st Century is no longer limited to reading printed sources. The scope of reading has been expanded to the internet sources that have changed the audience's culture and reading habits. In this regard, this study aimed at investigating the effects of using social networks on reading habits of the students of the junior high schools in Ahvaz. In terms of purpose and type, this research is an applied causal-comparative (retrospective) one. The statistical population of this study consisted of 7113 students of both boys' and girls' junior high schools in Ahvaz. Using Cochran formula, the sample size was determined and from 364 questionnaires sent to all the students of the sample, 260 questionnaires were completed and sent back. Our data collection tool was a researcher-made questionnaire and the collected data were analyzed through SPSS. According to the findings, 54.2% of the high school students responding the questionnaires were not dependent on social networks. The results of the data analysis showed that, in terms of the habit of reading textbooks, there was a significant difference between the two groups of students, those dependent on the social networks and the independent ones, in favor of the latter. The results also showed that students were less willing to read such contents as e-books, e-journals, and novels and stories uploaded to the social networks. In contrast, they were more willing to watch the uploaded films while most students preferred listening to the music and chatting with their friends through different social networks. It can be concluded from this study that dependence on social networks is not useful for junior high school students whose main occupation is studying and reading; on the contrary, it may cause
Reading is an essential skill, which further paves the way for excellence in life both academically and non-academically. Reading habit does not necessarily include the reading of academic texts, but it also includes reading for pleasure, reading for information, reading for knowledge etc. It can also be a valuable essence to constructively progress the academic achievements of the students. The present study investigated the reading habits of Pakistani university students. The sample of the study was 600 university pupils from various disciplines of 6 universities. The quantitative survey showed that students were not inclined towards reading habits other than their course books.
Assesses dimensions of interest of college students for leisure reading, focusing on the influence of media use, non-media leisure, and academic major on newspaper content preferences. Finds a correlation between age and newspaper readership, confirming prior studies. Cautions that students may regard reading the newspaper as "work." (PA)
Examines differences in reading habits of developmental college students with varying levels of reading proficiency. Finds that subjects spent an unusually low amount of time on academic reading and even less time on nonacademic reading. Finds no significant differences between high- and low-proficient readers with regard to amount of time spent reading academic or nonacademic materials. (RS)
The study was designed to investigate the relationship between amount of time devoted to leisure reading and a series of personal, home, and school variables. Among the variables examined are gender, level of reading attainment, leisure activities, socio-economic status, family size, choice of television programs, and location and type of primary school attended. Pupils devoted an average of 5.4 per cent of available leisure time to reading for leisure. Three categories of pupil leisure time reading were identified--book reading, comic reading, and newspaper reading. Substantially more time was devoted to book than to comic reading while little time was spent reading newspapers. Multiple regression analyses revealed that most of the explained variation (22.9 per cent) in time devoted to books was accounted for by a combination of the variables gender, reading attainment, school location, library membership, and birth order. Less than 8 per cent of the variation in time devoted to comic reading was explained by the variables used in the study. Among leisure readers, it was possible to discriminate between those whose reading consisted mainly of books and those whose reading consisted mainly of comics. Gender proved to be the strongest discriminator, with girls tending to devote more time to books and boys tending to devote more time to comics./// [French] L'etude se proposait de rechercher le rapport entre le temps réservé à la lecture de loisir et une série de variables personnelles, domestiques et scolaires. Parmi les variables examinées on trouve le sexe, le niveau de connaissances en lecture, les activités de loisirs, les conditions socio-économiques, le nombre familial, le choix des programmes télévisés et enfin la situation et le type d'école primaire fréquentée. Les élèves consacraient une moyenne de 5,4 pour cent de leur temps de délassement à la lecture purement de loisir. On a identifié trois catégories de lecture reservée au temps de loisirs pour ces élèves: lecture de livres, lecture de bandes dessinées et lecture de journaux. En substance on a observé que plus de temps était consacré à la lecture de livres qu'à celle de bandes dessinées, tandis que peu de temps était consacré à la lecture de journaux. Des analyses de régressions multiples ont révélé que la majeure partie de la variation de temps expliquée (22,9 pour cent) consacré aux livres était justifiée par une combinaison de variables liées au sexe, aux connaissances en lecture, à la situation de l'école, à l'inscription en bibliothéque, à l'ordre de naissance dans la famille. Moins de 8 pour cent de la variation de temps consacré à la lecture de bandes dessinées a été expliqué par les variables utilisées dans l'étude. Parmi les lecteurs de loisir il a été possible de discriminer entre ceux qui lisaient essentiellement des livres et ceux qui lisaient essentiellement des bandes dessinées. Le sexe s'est avéré être la distinction la plus forte, les filles ayant tendance à consacrer plus de temps aux livres et les garçons aux bandes dessinées./// [Spanish] Se diseño este estudio para investigar la relación entre la cantidad de tiempo dedicado a la lectura de ocio y a una serie de variables de tipo personal, casero y escolar. Entre las variables se examinaron el sexo, el nivel de lectura obtenido, las actividades de ocio, la posición socio-económica, el número de personas en la familia, el tipo de programas de la TV seleccionados, y el lugar y el tipo de escuela primaria asistidas. Los alumnos dedicaron un promedio de 5,4% del tiempo de descanso a la lectura de ocio. Se identificaron 3 categorías de lectura de ocio--lectura de libros, revistas cómicas, y periódicos. Dedicaron considerablemente más tiempo a la lectura de libros que a la de revistas cómicas, y dedicaron poco tiempo a los periódicos. Los análisis de regresión múltiple revelaron que la mayor parte de la variación descrita (22,9%) acerca del tiempo dedicado a la lectura de libros, se debió a una combinación de variables de sexo, habilidad de lectura, ubicación escolar, uso de la biblioteca, y orden de nacimiento en la familia. Menos del 8% de la variación del tiempo dedicado a la lectura de revistas comicas fue descrito por las variables utilizadas en el estudio. Entre los lectores de ocio fue posible diferenciar entre los que leían mayormente libros y los que leían principalmente revistas cómicas. El diferenciador más importante fue el sexo, las muchachas dedicando más tiempo a los libros, y los muchachos a las revistas cómicas.
Despite the perceived importance of time spent reading on reading growth, research supporting this notion is limited. The purpose of this study was to investigate the effects of time spent reading at school and at home on intermediate grade students' reading achievement. One hundred and ninety-five students in Grades 5 and 6 kept daily reading logs from mid-January through mid-May. A stepwise multiple regression analysis, in which standardized reading comprehension scores prior to the study served as a covariate, revealed that amount of time spent on reading during the reading period contributed significantly to gains in students' reading achievement. Time spent on reading at home was not significantly related to reading achievement gains. Findings provide needed research support for the idea that time engaged in silent reading at school is beneficial to intermediate grade students.
Apparent reading deficiencies among entering workers, combined with increasing demands for highly skilled workers, have led business and industry to increase their training and education efforts. One aspect of this effort requires understanding the reading demands people in various occupations are likely to encounter. Using case studies and structured interviews, this study examines the reading practices of 99 adults across various occupational categories. Individual reading practices were characterized in terms of contents, materials, and uses for reading. Analyses of variance were conducted to examine the reading practices of those in different occupations and settings. It was found that reading volume for specific contents, materials, and uses were each significantly influenced by the occupational categories and settings in which reading occurred. The educational importance of accounting for this diversity in reading is discussed.
Running title: Growth in reading Includes bibliographical references (leaves 36-38) Performed pursuant to contract no. 400-81-0030 of the National Institute of Education
Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/66634/2/10.1177_019263659608058417.pdf