Children's Reading Choices
... The identity model helps to understand children's reading choices as well. In many practical researches, clear differences about reading preference in certain genre or subject matters were revealed between boys and girls (Christine & Martin, 1999;Yoon & Lee, 2007;Chung & Seo, 2012). However, these text preference were usually measured based on participants' various experiences and perceptions about typical genres or contents. ...
... Furthermore, gender identity, which is part of one's identity, is closely related in self-perception as a reader. Child readers' difference among reading attitude between gender group often reported in many researches (Christine & Martin, 1999;Yoon & Lee, 2007;Chung & Seo, 2011). Christine & Martin(1999) pointed out that child readers usually recognized reading habits belongs to only for girls. ...
... Child readers' difference among reading attitude between gender group often reported in many researches (Christine & Martin, 1999;Yoon & Lee, 2007;Chung & Seo, 2011). Christine & Martin(1999) pointed out that child readers usually recognized reading habits belongs to only for girls. Boys in peer group rarely recognized themselves as a reader. ...
This study explores the process of selecting picture books influenced by the child reader's identity. 44 second-grade students' responses about picture book selection were collected by sign response gathering test and focused student interviews. The child readers showed diverse preferences on components of the picture book's cover. The participants' perspectives were derived mainly from their identity formed by gender-separated peer groups, especially for boys: the boys selected books based on their gender-biased beliefs compared with girls. It shows that even child readers are needed to learn admitting attitude about diversity shown in book selection.
KEYWORDS Child readers; Elementary students; Picture books; Identity; Peer groups; Gender; Reading education.
... The literature provides compelling evidence that specific classroom practices, above all else, are a fundamental factor in enhancing or imperilling students' success in reading. Studies by Benton (1995), Bushman (1997), Bintz (1993), and Hall and Coles (1999) demonstrate the ways in which reading, particularly reading for pleasure, diminishes for many adolescentsavid and struggling readers alikeas they progress through high school. This is especially evident for adolescent boys (cf. ...
... This is especially evident for adolescent boys (cf. Smith and Wilhelm, 2006;Manuel and Robinson, 2003;Martino, 2001;Hall and Coles, 1999). ...
... The Hall and Coles (1999) survey showed that over '90 per cent of students in each age group (10, 12, 14-year-olds) considered themselves to be average or better readers, although the older children were less likely than the younger ones to claim that they are "very good" readers' (Hall and Coles, 1999, p. 14). Similarly, Manuel and Robinson's survey of adolescents revealed that over 80 per cent of students surveyed rated themselves as 'excellent', 'very good' or 'good' readers; 19 per cent rated themselves as 'average readers'; and only 1 per cent considered themselves as 'poor' readers. ...
... The literature provides compelling evidence that specific classroom practices, above all else, are a fundamental factor in enhancing or imperilling students' success in reading. Studies by Benton (1995), Bushman (1997), Bintz (1993), and Coles et al (1995) demonstrate the ways in which reading, particularly reading for pleasure, diminishes for many adolescents -avid and struggling readers alike -as they progress through high school. This is especially evident for adolescent boys. ...
... This is especially evident for adolescent boys. (Coles, 1995;Martino, 2001;Manuel and Robinson, 2002) Importantly, gaps in reading pedagogy can and do lead to a failure to equip students with the specific skills they may require to handle the interpretive demands of reading within subject specific contexts. Explicit teaching is a vital aspect of success in harnessing, adapting and translating the reading ability that students already possess, across the curriculum. ...
... In fact, a wide variety of reading material that is accessible and selected by the student at least as regularly as that selected by the teacher is a critical factor in ongoing reading achievement. (Bintz, 1993;Coles, 1995;Cope, 1997;Ivey, 1999;Fischer, 2000;Manuel and Robinson, 2002). ...
... Some authors have found that parents' reading frequency does not necessarily correlate to their children's reading frequency (Hall & Coles, 1999;Neuman, 1986;Shapiro & Whitney, 1997). For example, after surveying a sample of over 8,000 English students between 10 and 14 years old, Hall and Coles (1999) observed that the average reading frequency of boys who lived with adults they perceived as readers was not different from that of their peers who lived with adults they did not perceive as readers. ...
... Some authors have found that parents' reading frequency does not necessarily correlate to their children's reading frequency (Hall & Coles, 1999;Neuman, 1986;Shapiro & Whitney, 1997). For example, after surveying a sample of over 8,000 English students between 10 and 14 years old, Hall and Coles (1999) observed that the average reading frequency of boys who lived with adults they perceived as readers was not different from that of their peers who lived with adults they did not perceive as readers. Likewise, the average number of books that girls read per year did not depend on whether they lived with adults they perceived as readers. ...
Chilean data show that a large reading-proficiency gap exists between students with high and low socioeconomic status (SES), that most children do not see themselves as readers, and that half of adolescents read below grade level (Agencia de Calidad de la Educación, 2019; Consejo Nacional de la Cultura y las Artes, 2014). To understand the reasons behind these phenomena, I conducted three complementary studies on reading comprehension, motivation, and literacy-related home practices with over 800,000 Chilean students, using nation-wide secondary data analysis.
In the first study, I examined the association between the frequency of early literacy parent-children interactions (e.g., reading together, reading labels and signs, singing songs, etc.) before they entered first grade and students’ reading scores in fourth grade, while accounting for their second-grade proficiency. I observed that parents frequently engaged in literacy interactions with their children, that those interactions significantly predicted students’ later reading proficiency, and that the effect was steeper for families with high SES than for those with low SES.
In the second study, I explored the association between parents’ reading motivation and frequency and their children’s. I examined data of students from sixth, eight, and tenth grade. I found that adolescents were more likely to be motivated and frequent readers if their parents were also keen readers. I also found that SES was a powerful predictor of the likelihood of being a keen reader, and that the effect of having a keen-reading parent was more positively pronounced for adolescents with low SES than for those with high SES.
In the third study, I explored whether tenth graders’ reading motivation and frequency was associated to their reading scores. I observed that a large percentage of students who were proficient readers in fourth grade failed to achieve proficiency in tenth grade and that the odds of achieving proficiency in tenth grade increased when students were motivated and frequent readers. Furthermore, students’ odds of being proficient readers increased when their classmates reported high levels of reading motivation and frequency of reading. I discuss the implications of this and my other two studies.
... Gender is an important differentiating variable in the domain of reading behavior and performance. Numerous studies have shown significant differences between boys and girls in terms of reading attitudes, habits, and performance (Hall & Coles, 1999;Logan & Johnston, 2009;OECD, 2013OECD, , 2014Reilly et al., 2015Reilly et al., , 2019. The following section provides a brief review of relevant studies. ...
... Other studies have found further differences between the reading habits of boys and girls (e.g., Bortolussi et al., 2010;Merisuo-Storm, 2006;De Villiers et al., 2016). Girls are likely to read more frequently (Clark & Burke, 2012;Clark & Foster, 2005;Coles & Hall, 2002;Hall & Coles, 1999), and to spend more time reading Yeung et al., 2001). In addition, boys and girls adopt different reading strategies (Mullis et al., 2003(Mullis et al., , 2007, with research consistently suggesting that girls outperform boys. ...
Introduction
This study investigated gender differences in the reading behaviors of Chinese middle school students, and whether gender stereotypes relating to choices of reading matter are supported.
Methods
A mixed‐methods approach was adopted. Three thousand nine hundred and fifteen middle school (Grade 7) students completed a questionnaire designed to assess reading behaviors. Independent sample t‐test and chi‐square analyses were employed to examine gender differences in reading behaviors. The qualitative survey was supplemented with an open response survey (94 boys, 50 girls), which provided further insights into individuals' specific experiences and perspectives regarding reading behaviors and gender stereotypes in reading choices.
Results
This study revealed a number of gender‐linked differences. Boys spent more time reading than girls but read the same number of books; boys were also more likely than girls to read digital texts, while girls were more likely to borrow their reading material. Choice of subject matter also differed: boys were more likely to read factual and action‐based books, while girls' choices focused more on motives and emotions. Another significant difference was that boys paid more attention to the overall experience of reading, while girls paid more attention to the details of reading. Responses to the open response survey indicated that gender stereotypes in reading choices were prevalent among respondents, but some students' reading choices did not align with the stereotype associated with their gender.
Conclusion
The mixed‐methods approach proved valuable in both identifying gender differences in reading behaviors, and in highlighting the prevalence of gender stereotypes in reading choices among middle school students.
... Research conducted over 20 years did not find significant associations between parents' frequency of leisure reading and their children's (Hall & Coles, 1999;Neuman, 1986;Shapiro & Whitney, 1997). For example, after surveying a sample of over 8000 English students between 10 and 14 years old, Hall and Coles (1999) observed that the average reading frequency of boys who lived with adults they perceived as readers was not different from that of their peers who lived with adults they did not perceive as readers. ...
... Research conducted over 20 years did not find significant associations between parents' frequency of leisure reading and their children's (Hall & Coles, 1999;Neuman, 1986;Shapiro & Whitney, 1997). For example, after surveying a sample of over 8000 English students between 10 and 14 years old, Hall and Coles (1999) observed that the average reading frequency of boys who lived with adults they perceived as readers was not different from that of their peers who lived with adults they did not perceive as readers. Likewise, the average number of books that girls read per year did not depend on whether they lived with adults they perceived as readers. ...
The aim of this study was to investigate the relationship between parents' reading motivation and leisure reading frequency and their children's reading motivation. Secondary data analysis was used to examine a sample of almost 330,000 Chilean adolescents. The results of multilevel regression models revealed that parents' reading motivation and frequency were significantly and positively associated with adolescents' reading motivation, even after controlling for their classmates' and their own previous reading achievement. Furthermore, the negative and significant association found between students' reading motivation and their socioeconomic status was smaller in effect size than that of parents' reading motivation and frequency combined. The implications and limitations of these findings are also discussed.
... As this small pool of learner-chosen materials began to accumulate, there emerged also the need for a full-fledged, systematic investigation into "children's reading choices" in our country, along the lines of similar projects carried out elsewhere (cf. Hall and Coles 1999). We need to know what, if anything, our children are reading out of school, and in which language. ...
... As a teacher with a background in English Language Teaching, this very feature of the poems had dissuaded me from choosing them as initial pieces to teach! Only much later, when I encountered the same finding in Hall and Coles' (1999) beginning reading it is to read an encompassable text, regardless of its internal features of complexity. ...
Can learners of English choose their own materials to learn from? Should they do so? English in Deprived Circumstances: Maximising Learner Autonomy is a narrative of how learners learn when they take charge of what they read, listen to or write. The author makes a case for learner autonomy from her experiences with fifteen first generation learners, working children attending a non-formal afternoon school, and a group of adult learners from outside India. Key issues discussed:- Autonomy and authenticity in language learning- What is authentic for deprived learners?- Emergent features of learner-chosen texts- Assessment of acquisition- A new approach to the choice of materials
... A survey of 8,000 children in Britain, aged 10, 12 and 14 years, found that children had very diverse reading tastes (Hall and Coles, 1999). A similar survey conducted in Denmark on children, aged between nine and twelve years, noted a great deal of variation in children's reading preferences. ...
... In Australia, primary school students liked reading action adventure as much as science fiction and fantasy (Woolcott Research, 2001) while in Britain, fantasy fiction was at the top, followed by humour, horror and thriller books (MORI, 2004). Hall and Coles (1999) reported a trend where fewer books being read as children grow older. A study of reading habits of boys in primary schools found that the number of children who liked reading books dropped by one-third between the ages of five and nine (Times Educational Supplement, 2000). ...
The leisure reading contributes significantly in improving language competencies of children. This study investigates the reading habits and preferences of children, motivations behind reading, and their attitude towards reading. A pre-tested questionnaire was used for collecting data and 440 upper primary students participated in the study. The findings suggest that a majority of the participating students were motivated to read for academically-related reasons, such as to improve language skills and to obtain better grades in examinations. Reading was the third most preferred leisure activity after hobbies and playing on computer or the Internet. It was also found that girls were generally more avid readers than boys. This paper offers certain suggestions for promoting reading habits among children.
... They also experience relatedness when they perceive others listening and responding to them. Hall and Coles (1999) affirms that when these needs are met, individuals become more intrinsically motivated and actively engaged in their learning processes. ...
... These findings suggest that CWPD experience autonomy when their needs are addressed. Similar findings were reported by Hall and Coles (1999), who noted that individuals whose needs are met become intrinsically motivated and they actively engage in learning activities. Further still, Ryan and Deci (2007) revealed that inconsistencies in creating unhealthy environment for CWPD results into negative consequences on the children's life such as withdrawal and shyness. ...
Psychological needs, emphasizes self determination, relatedness and autonomy as vital components of survival among children with disability. Inappropriate fulfillment of needs de-motivate children lowering participation during classes creating symptoms of ill being such as withdrawal, deprivation and optimism. To address this imbalance, early childhood education (ECE) classes require structuring to enhance participation of children with physical disability (CWPD). The study assessed influence of psychological needs on participation of CWPD in ECE classes in Starehe division. The study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 parents and children with physical disabilities aged 4-6 and in preschool. Purposive sampling and simple random sampling was used to select respondents for the study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of psychological needs promoting participation of CWPD in ECE classes. Teachers who supported needs of CWPD tended to yield better results and created inclusive learning environment. Non satisfaction of psychological needs yielded lower learner participation, lowered self esteem and promoted negative attitude towards teaching learning process in ECE classes. The study recommends policy for early identification, assessment and intervention on the needs of effective participation of CWPD in ECE classes.
... Following Whitehead's landmark 1970s research with adolescents in the United Kingdom (UK)presented in Children and Their Books (1977)the British scholars Hall and Coles (1999) surveyed the voluntary reading habits of young people in the UK during 1994/95. The report of their findings, Children's Reading Choices, presents a description and analysis of their survey of nearly 8,000 10-, 12-and 14-year-olds in relation to questions about: ...
... In the following year, Watson's (1977) survey of 1,401 students across Years 7 to 12 in nine secondary schools in New South Wales also found a steady decline in the number of books read over one month from 3.8 in Year 7 to 1.6 in Year 12. However, where English teachers used wide reading programs in their classrooms, the number of books read averaged 4 per month from Years 7 to 9. Interestingly, this study also revealed a parallel with Whitehead's (1977) and Hall and Coles' (1999) UK findings of a sizeable minority of 14-year-olds continuing to enjoy reading books written for children (pp. 12-13). ...
... Based on the results of the study, when examining the reasons for the significant difference in favor of women in the analysis of critical reading self-efficacy perceptions with respect to gender, it is observed that women are much more successful than men, especially in reading and understanding texts, and that women make a notable difference in language courses (Kavaklı, 2012). Additionally, it can be said that this difference is due to women having higher reading habits compared to men and being better at analyzing what they read (Coles & Hall, 2002). ...
... We found a significant difference in favor of female pre-service teachers in the sub-dimensions of love of reading and reluctance and stress in reading books. Many studies examining attitudes toward reading books found significant differences in favor of female students [51][52][53]. Gömleksiz [54] and Özbay et al. [55] concluded that female students are likely to have more positive reading attitudes. Arslan et al. [56] and Biçer and Alan [57] also concluded that female pre-service teachers exhibit stronger reading habits than their male counterparts. ...
In this study, we aimed to examine pre-service teachers’ attitudes toward reading books and their technology addictions. We used a correlational survey model. The sample of this study consisted of a Turkish pre-service teachers group studying at the Department of Turkish Education in the education faculty of a state university in Turkey. Our research used the “Attitude Scale Towards Reading” and “Technology Addiction Scale” as data collection tools. As a result of the study, we determined that the attitudes towards reading of pre-service teachers were positive. Furthermore, there was a significant difference in favor of female pre-service teachers in the sub-dimensions of book-reading love, reluctance to read, and stress. The significant difference in the online game-playing sub-dimension of technology addiction favored male pre-service teachers. On the other hand, we found a negative meaningful relationship between pre-service teachers’ technology addiction and their attitudes toward reading.
... Teachers and librarians need to be reminded that what was popular in their student days might differ for students from a different generation. For example, in a 1995 survey in the U.K., Hall and Coles (1997) note that the most popular titles in the U.K. were mostly series books, such as the Babysitter Club Series by Ann M. Martin and The Famous Five by Enid Blyton. Roald Dahl was the most popular writer, followed by Enid Blyton and Judy Blume, which were contemporary books of that time. ...
In a landscape where children report that they enjoy reading less, parents, educators and policymakers are increasingly concerned about how to engage children in reading for pleasure. School libraries are core spaces for encouraging reading for pleasure. This mixed-methods case study examines the reading choices and preferences of students in one primary school to understand what children read, how their reading tastes change across the primary years, and how the school library supports their reading for pleasure. Findings showed a shift in children’s reading tastes across the years as they mature in their reading and interests. Children engage in repeated reading and the multiple reading of many books, series books, and comics remain popular, and recommendations are a key strategy for children to discover new reads. Two key priorities for school libraries keen to promote reading for pleasure emerge: building a contemporary book collection in school libraries that is interesting to children’s similar and diverse tastes and creating opportunities for children to find new materials to pique their interest in reading.
... Sex has been found to be a big predictor of leisure reading habits among boys and girls. Girls were found to be more frequent readers than boys (Clark, 2011;Coles and Hall, 2002;Hall and Coles, 1999;Merisuo-Storm, 2006). Gender differences have also been reported on the basis of reading choice, as girls were found interested in fictions while boys were found interested in factual and informational materials (Coles and Hall, 2002). ...
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.
... A varied and interesting diet of picture books early in life helps develop the habit of reading and also becomes a major source of new vocabulary and variety of grammatical expression. The commonly found tendency of young children to repeatedly re-read texts (Hall & Coles 1999, pp. 9-10), even to the point of memorization, means that the language in picture books is a particularly powerful element in the acquisition of language. ...
Hawaiian children who want to read in the Hawaiian language have a limited choice of reading material. This is a problem for children's rights, for language development, and for language preservation and cultural pride, and a problem that has been tackled successfully for other languages. This article describes the reading situation for Hawaiian children and discusses problems derived from that situation. It then uses the example of the Welsh language, an example that has much in common with the Hawaiian situation, to suggest how the development of a translated children's literature in Hawaiian would be an effective and practical route toward a living, vibrant Hawaiian literature and language. correspondence may be sent to:
... Magazines are published periodically with rich visual and written content on subjects that may attract children's attention (Dedeoglu et al., 2011). They improve children's artistic and aesthetic feelings by attracting their attention and allowing them to think and make comments (Coles & Hall, 1999;Sinar Cilgin, 2007;Yildiz & Karaca, 2020). Individuals, especially children, have high visual-spatial intelligence and do not easily forget something they see, it comes to mind that these materials can be the main source in the formation of images adopted by children. ...
This study aimed to examine the curious kids' magazine prepared, published, and sold by TUBITAK, a scientific and technological research institution of Turkey, in terms of the images of scientists it reflects. The data were collected by document analysis method within the scope of qualitative research approach and a total of 80 issues published between 2015-2021 were analyzed. In this process, the data containing text and visuals about scientists were evaluated using Newton and Newton's (1992) classification. It was examined separately by the researchers, taking into account each criterion in the evaluation list, possible differences were also compared. The results revealed that the images of scientists extracted from the magazine have begun to change positively in recent years. Children who follow this magazine can structure predominantly in minds of the scientist as regardless of gender, who dresses comfortably and appropriately for the nature of his work, uses interesting tools and equipment suitable for the nature of his work, although part of it is indoors, it is a person who mostly works outside, works as a team rather than individually, and most importantly, is happy with his work.
... An unexpected finding was the way fiction was the most favoured genre for boys in contrast to ongoing claims that boys prefer non-fiction (OECD 2015). In this way findings support the work of others who contest the myth that boys only read and prefer non-fiction (Coles and Hall 2002;Merga 2017;Moss 2018;Scholes, Spina, and Comber 2021). ...
International studies have established that reading for enjoyment is linked to higher reading outcomes however there are local variations of the relationship and nuances associated with gender and economic contours. The aim of this study was to examine 318 Australian Year 3 (7 to 8-year-olds) boys’ and girls’ self-reported enjoyment for reading, reading frequency, and achievement on national reading tests. Findings showed that students who indicated higher levels of enjoyment for fiction and non-fiction, and who read more frequently, indicated higher reading achievement. Students attending schools in higher demographic communities tended to attain higher reading scores. An unexpected and significant finding was that fiction was the most favoured reading genre for boys and that more girls had higher levels of enjoyment for non-fiction than boys. These findings challenge the long-standing myth that boy’s prefer non-fiction. The study demonstrates the importance of promoting reading enjoyment – particularly fiction – early in students’ schooling trajectory, with special consideration for boys and students from economically marginalised communities.
... A 1999 study into the reading habits of young people in Britain showed that 'Children are reading more books now than their parents did in the seventies' (Hall & Coles, 1999). This study compared the habits of 8000 young people with a similar, well-known study by Whitehead, undertaken in 1971. ...
There is clear evidence of a relationship between pleasure reading and literacy development. Further analysis stresses the centrality of engagement to pleasure. In exploring these relationships the importance of choice, talk, and variety will be discussed. The role the teacher-librarian plays in facilitating interactions with text that promote pleasure and the importance of relationships, knowledge and collection building will be addressed with reference to research and practice. This paper builds on earlier presentations on this and related topics.
... Child readers are selective of what they read. Specifically, child readers 4 often re-read, they follow authors, series and genres which they enjoy, and they choose texts for interest and pleasure over utilitarian learning aims (Hall & Coles, 1999). ...
Extensive reading of children’s literature can be seen as one of the most powerful means to acquiring a large working vocabulary for both first language learners and second language learners. However, for foreign language learners, children’s literature has a less positive image. For foreign language learners the most commonly recommended reading is of graded readers. Corpus research has shown that work for children has a wide range of rare words, comparable to adult literature, and this leads to the argument that children’s literature puts too great a comprehension and memory strain on foreign language learners, and is an inefficient learning tool compared to graded readers. This paper reviews existing research and examines the arguments for children’s literature in language learning in terms of some features of naturalistic child reading behaviour, and the stylistic choices of writers for children. Replication of child reading behaviours in conjunction with the aid to comprehension and memory inherent in stylistic choices, combined with motivational and practical considerations, are argued to make children’s literature an equal, if not superior choice as extended reading material for foreign language learners.
... Reading has been shown to contribute to student achievement (Krashen, 2004), which is why schools, librarians and educators are concerned with increasing students' reading engagement. Research has shown that there is a decline in reading attitude and reading frequency as children grow older (Hall & Coles, 1999;Bokhorst-Heng & Pereira, 2008;McKenna et al., 2012). In fact, in a study by Scholastic (2019), the downward trend starts at the age of nine. ...
Bilingual reading enhances children’s cognitive skills and nurtures them to be proficient bilinguals. This paper examines Malay-English bilingual students’ reading habits and preference in both Malay and English reading and the Malay collection in school libraries to identify ways to increase bilingual children’s reading engagement. Data collection from two Singapore primary schools consists of surveys, interviews, focus groups and library observations. It was found that students’ reading preferences are influenced by their struggle to comprehend the Malay text and consequently, they find Malay books less appealing. In terms of relevance and visibility, the quality of the book collection is vital to encourage students’ reading engagement. Finally, this paper discusses suggestions and strategies in promoting primary school students’ bilingual reading.
... Dahl has been popular in the UK for over 30 years (see: Chilton, 2012;Hall & Coles, 1999;Topping, 2010). Topping (2017) surveyed nearly 850,000 children in primary and secondary schools in the UK to find out about their reading habits. ...
It is widely recognised that successful reading involves the interaction of a number of different cognitive skills and strategies in order to achieve compre-hension of the text (Baker, 2002). These skills and strategies are generally considered to be controlled by a global process called ‘metacognition’ (Kuhn & Dean, 2004). In this paper, I suggest that a large part of metacognition when reading has a (meta)linguistic component and hence time should be devoted to raising (meta)linguistic awareness when teaching and honing reading skills and strategies. Tasks based around a short extract from Roald Dahl’s (1982[2013]) novel The BFG are presented and discussed in order to illustrate how metalinguistic awareness might be raised in a classroom. Such tasks not only help to improve reading comprehension but have a number of additional benefits: they enhance and support the metacognitive toolkit, improve vocabulary acquisition and growth, and can bring a love of language and the fun of language play into the classroom.
Keywords: metalinguistic awareness, reading comprehension, vocabulary, classroom activities, Roald Dahl
Å fremme metalingvistisk bevissthet i et klasserom for å forbedre leseforståelse: eksempler fra Roald Dahls roman The BFG
Sammendrag
Det er bred enighet om at vellykket lesing trekker veksler på flere forskjellige kognitive ferdigheter og strategier tilknyttet tekstforståelse (Baker, 2002). Disse ferdighetene og strategiene hører inn under den globale prosessen ‘metakog-nisjon’ (Kuhn & Dean, 2004). I denne artikkelen argumenterer jeg for at en stor del av metakognisjonen i lesing har en (meta)lingvistisk komponent, og følgelig at tid bør vies til å utvikle (meta)lingvistisk bevissthet i undervisningen av leseferdigheter og strategier.
Arbeidsoppaver basert på et kort utdrag fra Roald Dahls (1982[2013]) The BFG (The Big Friendly Giant / SVK – Store Vennlige Kjempe) presenteres og diskuteres for å illustrere hvordan metalingvistisk bevissthet kan utvikles i klasserommet. Slike arbeidsoppgaver hjelper ikke bare med å forbedre leseforståelsen, men har også flere andre fordeler: de forsterker og støtter den metakognitive verktøykassen, forbedrer både innlæring og utvidelse av ordforrådet, kan øke språkgleden og oppmuntre til lek med språk i klasserommet.
Nøkkelord: metalingvistisk bevissthet, leseforståelse, vokabular, klasseroms-aktiviteter, Roald Dahl
... Unlike the responses of the community in Cherland's (1994) study of Canadian sixth form girls' reading practices, the boys did not perceive reading to be a feminine activity. In addition, unlike studies suggesting that boys' reading was generally limited to non-fiction (Hall & Coles, 1997), these boys read fiction and read across various genres. The group interview with Michael (a national canoeist), Sanjeev (a school runner and prefectorial board member) and Roger (a violinist with the school symphonic orchestra) about reading Life of Pi showed how it was acceptable practice to read and to recommend readings, whether verbally or through blogging. ...
Mirroring worldwide debates on social class, literacy rates, and social change, this study explores the intersection between reading and social class in Singapore, one of the top scorers on the Programme for International Assessment (PISA) tests, and questions the rhetoric of social change that does not take into account local spaces and practices. This comparative study of reading practices in an elite school and a government school in Singapore draws on practice and spatial perspectives to provide critical insight into how taken-for-granted practices and spaces of reading can be in fact unacknowledged spaces of inequity. Acknowledging the role of social class in shaping reading education is a start to reconfiguring current practices and spaces for more effective and equitable reading practices. This book shows how using localized, contextualized approaches sensitive to the home, school, national and global contexts can lead to more targeted policy and practice transformation in the area of reading instruction and intervention.
... When the studies in the literature were analyzed, it was specified that reading habit was generally significant in favor of females in terms of gender. However, there were also researches revealing different results according to the region of the study in terms of gender (Aral and Aktaş, 1997;Hall and Coles, 1999;Coles and Hall, 2002;Saracaloğlu et al., 2007;Odabaş et al., 2008;Kara, Ünişen and İzci, 2015). ...
ÖZET
Okuma, fiziksel, zihinsel ve sosyolojik açıdan dilsel olarak kodlanmış bir veriye eleştirel olarak yaklaşan yorumlayıcı, mantıklı ve hassas bir süreçtir. Okuma, toplumsal yaşam için bir gerekliliktir. Okuma ve okunan bilginin anlaşılmış olması, günümüzde sosyal bir güç haline dönüşen bir olgudur. Okuma, beynin algısını geliştirir, bireyin bilgisini zenginleştirir ve öğrenmenin temel aracını oluşturur. Bu çalışmada, beden eğitimi öğretmenlerinin eleştirel okuma becerilerine ilişkin öz yeterlilik algılarının çeşitli değişkenler (yaş, cinsiyet, iş deneyimi, mesleki doyum ve eğitim düzeyi) açısından belirlenmesi amaçlanmıştır. Araştırmanın evrenini 2010-2011 öğretim yılında Adıyaman ilinde görev yapan 182 beden eğitimi öğretmeni (102 erkek, 80 kadın) oluşturmuştur. Beden eğitimi öğretmenlerine Küçükoğlu (2008) tarafından geliştirilen "Eleştirel Okuma Becerisine İlişkin Öz-yeterlik Algısı Anketi'' ve araştırmacılar tarafından geliştirilen "Kişisel Veri Formu" uygulanmıştır. Veriler SPSS 17.0 istatistiksel yazılım programı kullanılarak değerlendirilmiştir. Araştırmada betimleyici istatistiklerden yüzde (%) ve frekans (f) kullanılmıştır. Elde edilen veriler SPSS 17.00 paket programına kaydedilerek hata kontrolleri, tabloları, istatistiksel analizleri bu program aracılığı ile yapılmıştır. Bağımsız değişkenlere göre bağımlı değişkenlerde farklılık olup olmadığını belirlemek için iki seçenekli bağımsız değişkenlerde dağılım normal ise bağımsız grup t-testi, dağılım normal yüzdelerde değilse ise Mann Whitney-U testi kullanılmıştır. Benzer şekilde, ikiden fazla seçeneği olan bağımsız değişkene göre, bağımlı değişkenlerde farklılık olup olmadığını belirlemek için parametrik ise tek yönlü varyans analizi, non-parametrik ise Kruskal Wallis-H testi kullanılmıştır. Sonuçlar % 95'lik güven aralığında, anlamlılık p<0.05 düzeyinde değerlendirilmiştir.
... The different attitudes towards reading of girls and boys may testify to the differences resulting from an individual's sex and the socialisation processes associated with it. Much empirical evidence point to girls as more eager and frequent readers, especially of books, particularly fiction (Hall and Coles, 1999;Zasacka, 2013). They are also more likely to have a positive attitude towards reading and manifest a stronger motivation to read, as well as to assign greater importance to reading, considering it to be an important and attractive activity (see Logan and Johnson, 2009;Marinak and Gambrell, 2010;Wigfield and Guthrie, 1997;Zasacka, 2014a). ...
The article focuses on the value of reading and the enjoyment of this activity by students of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of students’ families. The aim of the analysis is to learn if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of the national study on reading habits and attitudes among students of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.
... Magazines are another source of informational text in the home. But magazines written for a male audience are more likely to contain exposition than those written for females, suggesting that children who read magazines geared towards boys would have more exposure to this text type (Hall & Coles, 1999). However, in one study of sixth graders, Spear-Swerling, Brucker, and Alfano (2010) found no correlation between magazine reading and reading achievement. ...
This study is a secondary analysis of reading data collected from over 165,000 fourth graders as part of the U.S. National Assessment of Educational Progress. Using hierarchical linear modelling, the authors investigated factors associated with students’ informational text comprehension, including out-of-school reading engagement, and in-school measures of cross-curricular reading, discussion about reading, and reading-related activities (e.g., book reports, projects). In addition, this study examined the interactions between these factors, informational text comprehension, and students’ eligibility for Free and Reduced Priced Meals (FARMS). There were positive associations between students’ informational text comprehension and their reading engagement, cross-curricular reading, and discussion about reading. However, reading-related experiences were associated with lower than expected scores. In addition, out-of-school reading engagement and in-school reading experiences may not be associated with informational reading comprehension to the same degree for the most at-risk U.S. students, as most results differed in strength of association for FARMS-eligible students.
... The current study findings are in line with those reported by Meece and Miller (1999), Durik et al. (2006), Logan and Johnston (2009), and Sotoudehnama and Asadian (2011) in which no significant differences between male and female learners' reading comprehension were indicated. The findings of the study are, however, in contradiction with those of Coles and Hall (2002), Hall and Coles (1999), Sainsbury and Schagen (1999), and Smith (1990). In these studies, females were reported to significantly outperform the males in the comprehension of the reading texts. ...
Learner's Gender, Reading Strategies, and Reading Performance in Expository and Argumentative Macro-genres
Yadollah Hosseini Asgarabadi, PhD Candidate in TEFL; AfsarRouhi, PhD in TEFL
Abstract
This study investigated whether learners’ gender could make differences in their reading comprehension and use of reading strategies in theexpository and argumentative macro-genres. To this end, six short macrogenre- based reading passages with the same readability indices and length were prepared from which appropriate reading tests were constructed and administered to a total of 50 EFL intermediate male (n = 21) and female (n = 29) students. This was followed by administrating reading strategies questionnaires to explore the learners’ use of reading strategies in themacro-genres. Results of the study indicated that there was no statistically significant difference between male and female students’ reading comprehension in the macrogenres. It was also shown that there was no significant difference between male and female learners in the overall use of reading strategies in the same macro-genres. The findings of the study hold implications for language teaching and testing, teacher training, and curriculum design.
Full Text: PDF DOI: 10.15640/jflcc.v3n2a4
... When the studies in the literature were analyzed, it was specified that reading habit was generally significant in favor of females in terms of gender. However, there were also researches revealing different results according to the region of the study in terms of gender (Aral and Aktaş, 1997;Hall and Coles, 1999;Coles and Hall, 2002;Saracaloğlu et al., 2007;Odabaş et al., 2008;Kara, Ünişen and İzci, 2015). ...
... From the research literature, this inverse trend is especially evident for adolescent boys (cf. Whitehead, 1977;Benton, 1995;Hall and Coles, 1999;Bushman, 1997;Bintz, 1998;Martino, 2001;Robinson, 2003, 2002). ...
Bu araştırmada, ergenlik dönemindeki ortaokul öğrencilerinin kitap okumaya yönelik ilgi ve tercihlerini belirlemek ve incelemek amaçlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında 7 ve 8. sınıf düzeyinde öğrenim görmekte olan 1003 öğrenci oluşturmaktadır. Araştırmanın yöntemi tarama modelidir. Veri toplama aracı olarak araştırmacı tarafından hazırlanan anket kullanılmıştır. Araştırma verileri SPSS programı ve betimsel istatistik yöntemlerinden frekans ve yüzde hesaplamaları ile analiz edilmiştir. Araştırmada kız öğrencilerin erkek öğrencilere göre daha yüksek düzeyde ve düzenli olarak kitap okudukları, öğrencilerin kitap okumanın sağlayacağı faydalara ilişkin farkındalığa sahip oldukları belirlenmiştir. “Roman, öykü ve biyografi” en çok okunan türler, “macera, fantastik ve bilim kurgu” en çok okunan konular olarak tespit edilmiştir. Öğrencilerin kitap kahramanlarının “zorluklarla mücadele eden güçlü, cesur, zeki, azimli, yardımsever, iyi kalpli, maceracı, eğlenceli” olma özelliklerinden daha çok etkilendikleri, en çok okunan on yazarın isimleri ve eserleri üzerinden yazar ve kitap tercihleri saptanmıştır.
Çalışmanın Amacı: İlkokul yıllarında edinilen okuma becerisinin okuma sevgisine dönüşmesi için nitelikli çocuk yazını eserleri ve bu eserlerin çocuklar tarafından sevilmesine gereksinim vardır. Bu düşünceyle ilkokul öğrencilerinin sev/me/dikleri çocuk kitapları ve bunları sevme/me nedenlerini belirlemek amacıyla boylamsal bir araştırma gerçekleştirilmiştir. Çalışmanın Yöntemi: Araştırma, çalışmanın amacı doğrultusunda “neden” sorularına önem verilen nitel araştırma desenlerinden durum çalışması deseninde yürütülmüştür. Araştırma grubu, Bursa’nın bir ilçesinde öğrenim gören ilkokul öğrencilerinden oluşmaktadır. Araştırma verileri, amaç doğrultusunda hazırlanan iki açık uçlu soruya öğrencilerin iki yıl arayla verdikleri yanıtlar aracılığıyla 2016-2017 ve 2018-2019 eğitim öğretim yıllarının bahar yarıyılında toplanmıştır. Çalışmanın Bulguları: Araştırma bulguları, öğrencilerin ikinci sınıf düzeyinde en sevdikleri eserler arasında ilk sırada “Keloğlan Kitapları”nın; dördüncü sınıf düzeyinde ise “Levent Serisi”nde yer alan eserlerin olduğunu, diğer taraftan öğrencilerin en az sevdikleri eserler arasında da ikinci sınıf düzeyinde ilk sırada “Keloğlan Kitapları” yer alırken dördüncü sınıf düzeyinde ise “Küçük Prens” adlı eser olduğunu göstermektedir. Ayrıca araştırmaya katılan öğrencilerin hem ikinci hem de dördüncü sınıfta, eserleri en çok eğlenceli, komik ve maceralı oldukları için sevdiği; bu özellikleri taşımadığı için ise eserleri ya çok az sevdiği ya da sevmediği belirlenmiştir. Sonuç: Araştırma sonuçları, okuma kültürü yolculuğunda öğrencilerin eğlenceli, komik ve macera içerikli eserlerle buluşturulmasıyla birlikte sınıf kitaplıkları ve kütüphanelerin, onların kitapları sevme/me nedenleri doğrultusunda zenginleştirilmesi gerektiğini göstermektedir.
This study investigated the extent of awareness and participation of parents and students in the implementation of the NYC Reads 365 Program, as assessed by the parents, students, and the school librarian. The researcher used the descriptive-correlation research design to secure evidence concerning an existing situation. Specifically, the extent of awareness and participation of parents and students in the NYC Reads 365 Program, and to test the association between the respondents’ extent of awareness and extent of participation. The results of the study revealed that both the student and parent-respondents have “moderate awareness “and “moderate participation” in the implementation of the NYC Reads 365 Program. The researcher discovered that there was a significant relationship between the student respondents’ extent of awareness and extent of participation in the conduct of the NYC Reads. The R-value indicated that the higher the students’ extent of awareness, the higher the extent of their participation. Lower awareness also indicated lower participation. The researcher also discovered a significant relationship between the parent respondents’ extent of awareness and extent of participation in the conduct of the NYC Reads. The R-value indicated that the higher the parents’ extent of awareness, the higher the extent of their participation, and lower awareness also indicated lower participation. Based on the findings of the study, it can be concluded that the status of implementation of the NYC Reads 365 Program that the activities intended to be participated in by the students and parents who are the primary beneficiaries of the program are not fully implemented, the stakeholders of the said program have not fully succeeded in the dissemination and awareness campaigns of the program.
Bu araştırmada, “Öncü Çocuk” adlı çocuk dergisi dil kullanımı bakımından incelenmiştir. İncelemeler, derginin elektronik biçimde yayımlanan sayıları üzerinde gerçekleştirilmiştir. “Öncü Çocuk” adlı çocuk dergisi yılda dört sayı olarak yayımlanan bir dergidir. Çalışmada, derginin 2017-2021 yılları arasında yayımlanmış son yirmi sayısına ulaşılıp incelenmiştir. Araştırma, tarama modelinin kullanıldığı nitel bir çalışmadır. Araştırmanın verileri doküman analiziyle toplanmıştır. Elde edilen veriler içerik analizi ve betimsel analizle çözümlenmiştir. Araştırma içerisinde, ilgili çocuk dergisinin dil kullanımını ortaya koyacak durum örnekleri, dergiden alıntılar yapılarak verilmiştir. Sonuç olarak “Öncü Çocuk” adlı çocuk dergisinin, içerisinde bazı dil yanlışlarını barındırdığı belirlenmiştir. Bu yanlışlar bağlaç olan “da, de” ile ek olan “-da, -de”nin yazımının karıştırılması, bitişik ve ayrı yazılması gereken birleşik sözcüklerin yazımında hatalar yapılması, büyük harf ve noktalama işaretlerinin yanlış kullanılması gibi noktalarda görülmüştür. Süreli çocuk yayınlarından olan çocuk dergileri, çocuk okurlara Türkçenin güzelliklerini göstermede etkili olabilecek araçlar olmaları nedeniyle üzerinde titizlikle durulması gereken yayınlardır. Bu araştırmada, çocuk dergilerinin Türkçenin doğru ve güzel kullanımını örnekleyecek nitelikte geliştirilmesinin gerekliliğine ve ileriki süreçte yayımlanacak çocuk dergilerinin de bu bilinçle yayın yapmalarının önemine değinilmek istenmiştir.
p>This thesis reassesses the inherent repetition in series fiction that is considered as fundamental and yet negative, by looking at a corpus of contemporary French series for adolescents. Repetition is foregrounded through the philosophy of Gilles Deleuze, which requires it to be thought for itself and not in relation to any original. Moving from notions of generality and resemblance that have dominated criticism of series fiction to date, this thesis shifts the focus from one of comparative difference to pure repetition. Deleuze's concept of becoming is used to explain the reader's creative involvement within a series and proposes the Deleuzian simulacrum as a metaphor for the form. Positing a need to move away from a traditional linear reading of series, this thesis suggests alternatives that reflect the nature of real reading experiences and move away from the need to experience series as a whole. The concept of the rhizome is used as a model for the connectivity within and external to series. A reassessment of closure and resolution is presented, and the paradoxical joint actions of disconnecting and reconnecting become an essential part of the rhizomic experience of series reading. Concepts of growth are reassessed by redefming time in relation to pure repetition, freeing growth from the necessity of chronology. Deleuze's concept of pure time, AiiJn, reveals how 'growth' may even occur in the most 'static' of series. The simulacrum coupled with Deleuze's concepts of minoritarian and majoritarian voices are used to show how adolescent series fiction, typically considered as a narcissistic fiction, is a doubly false literature pertaining to be something it never can be. This thesis postulates the presence of a virtual voice of series fiction, created within and through the reader in becoming. It is this unique and intense voice that may motivate young readers' enthusiasm for series fiction. 2</p
The aim of this article was to investigate students’ attitudes towards reading in Polish and English. Two self-constructed questionnaires were administered to 48 ESL (English as a second language) pupils (26 boys, 22 girls) of primary school. The first questionnaire consisted of 15 questions about various attitudes, problems and opinions on reading books. The content of the survey’s questions also raised issues related to reading in Polish and English, and emotions connected to reading. The second questionnaire consisted of 5 follow-up questions. The results indicate that pupils simply like reading for pleasure and reading makes them feel good. However, they do not fancy long and difficult words. They enjoy adventure books and stories about animals. Pupils like adults reading books to them. However, there is a significant diffrence between boys and girls – boys like when adults read to them, girls – do not. They prefer reading by themselves. Reading to children evokes in a classroom a nice and friendly atmosphere, combined with an effect of surprise. The children react positively to a teacher, listen to them with interest and get involved in a lesson by repeating the text that has been read to them. When it comes to reading in English students confirmed that they read books in that language. The pupils enjoyed the lessons where the teacher read English books to them.
The Second World War coincided with Enid Blyton’s emergence as a writer of adventure stories. This chapter examines some of the most successful. These books, many of which became series—The Famous Five (Hodder and Stoughton; 1942–1963), the ‘…of Adventure’ series (Macmillan; 1943–1961), the Barney Series (Collins, 1949–1959)—helped cement Blyton’s reputation. The stories often involve the bringing to light of criminal activities while selling a seductive vision of child-power set against an idyllic backdrop of rural England. The chapter also examines the work of the illustrator Eileen Soper and her contribution to the success of the Famous Five series. One of the most commented upon aspects of Blyton’s writing is her attitude to race and this chapter examines this element.
Bu araştırmada, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) tarafından okul öncesi dönem çocuklarına yönelik yayınlanan Meraklı Minik dergisinde fen kavramlarına ne düzeyde yer verildiğinin incelemesi amaçlanmaktadır. Araştırmanın örneklemini 2013-2020 yıllarında yayınlanan Meraklı Minik dergisine ait 96 sayı oluşmaktadır. Araştırmada nitel araştırma yöntemi kullanılmıştır. Doküman inceleme yolu ile toplanan verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Bu araştırmada ölçüt örnekleme ile belirlenen Meraklı Minik dergisinin belirtilen sayıları 2013 MEB Okul Öncesi Eğitim Programı’nda yer alan kavram listesindeki fen kavramları açısından incelenmiştir. Araştırma sonucunda bu dergilerin tamamının tema ve konularının fen kavramları ile ilişkili olduğu belirlenmiştir. Dergilerdeki fen kavramlarının en çok sırası ile zıt kavramlar temasında (f=66) yer alan kavramlar olduğu gözlenmiş olup sırası ile duyu (f=27), boyut (f=17), zaman (f=16), renk (f=13), duygu (f=7) ve miktar (f=1) temaları olduğu belirlenmiştir. Bunun yanı sıra incelenen dergilerin konularının en çok mevsimler, hayvanlar, bitkiler, taşıtlar, araç-gereç başlıkları altında yer aldığı sonucuna ulaşılmıştır. İncelenen dergilerde ele alınan tema ve konuların 2013 MEB Okul Öncesi Eğitim Programında yer alan fen kavramları ile uyumlu olduğuna ulaşılmıştır. Bunlar ışığında, araştırma sonucunda, Meraklı Minik dergisinin tema ve konularının fen kavramlarına ilişkin içerik özellikleri bakımından uygun olduğu ve okul öncesi öğretmenleri için öğrenme sürecinde fen kavram öğretimi bağlamında kullanılabileceği söylenebilir.
The acquisition of reading and writing is a key outcome of education; poor literacy is associated with difficulties throughout life. Many remedial reading programmes have been developed to address poor reading in school, but there has been a paucity of methodologically rigorous evaluations of such interventions. Where they have taken place, evaluations have been limited to either progress in reading and reading related skill, or to affective aspects of literacy. A small group intervention was introduced for children with very poor reading skills entering Year 3 (age 7/8 years) in a London school. A rigorous methodology (Randomised Controlled Trial, using waiting list controls) was employed to examine the effectiveness of the intervention on both achievement and affective dimensions. Little change was observed. Significant change was seen only in reading accuracy, and here the effect of the intervention was small (accounting for only 6% of the variance). There was some evidence that the children in the intervention group became less positive about books over the period of the intervention. A comparison between immediate and delayed (i.e. waiting list control) intervention groups showed that timing of the intervention did not affect progress. However, a significant proportion of children who were assigned to waiting did not go on to receive the intervention, either because of movement to other schools or because teachers' assessment of need changed. Follow-up data (up to 30 months post baseline) demonstrated that reading problems persisted in this group as a whole. An additional pilot study of functional literacy assessment was employed. Although the group identified as poor readers at age 7 years remained poor readers at age 9 years they were no less able, nor less likely to accurately follow written instructions to complete a cooking task.
Od dawna już funkcjonuje przekonanie o negatywnym wpływie telewizji na poziom czytelnictwa. Pogląd taki jest głoszony zawsze, gdy pojawia się kontekst „książki i telewizji”, choć rzadko kiedy jest poparty stosownym odesłaniem do rzeczowych badań w tym zakresie. Celem niniejszego artykułu jest próba wykazania, iż wskazywanie telewizji jako czynnika wpływającego negatywnie na czytelnictwo jest wyobrażeniem stereotypowym, nieznajdującym potwierdzenia (odniesienia) w fachowej literaturze przedmiotu. W artykule odwołano się do prac naukowych poświęconych badaniom wpływu telewizji na czytelnictwo. Ostatecznie wykazano, że telewizja nie stanowi zagrożenia dla książki i czytelnictwa, a tym samym nie da się udowodnić jednoznacznie negatywnego wpływu telewizji na czytelnictwo.
Resumen. Este artículo presenta un estudio exploratorio descriptivo de tipo cualitativo, realizado el año 2010, en la línea de análisis de la educación literaria. El interés del estudio se encuentra en el ámbito de focalizar una investigación acerca del libro-álbum narrativo con estudiantes de enseñanza media de Antofagasta, Chile. Los instrumentos de análisis utilizados fueron un corpus de libros-álbumes, cuestionarios y tratamiento en grupo de discusión. Los resultados evidencian que los alumnos priorizan aspectos temáticos relacionados con los valores literarios y éticos de la obra y que la cooperación interpretativa del texto descubre un alto porcentaje de sentido comprensivo significativo. Palabras claves: libro-álbum, lector adolescente, construcción de sentido, grupo de discusión.
This article takes a theoretical approach to children’s involvement in the development of children’s collections. The article explores whether children have the right to be involved in the development of children’s collections and considers whether children’s literature is children’s culture. The article discusses practical considerations of representation and competence, and examines application of principles to children’s collections in different environments: school libraries, public libraries, academic libraries, and archives. The article recommends that where children are using children’s collections, they have a right to be involved in their development, and advocates further research into methods of engaging children with collection development.
ABSTRACT The purpose of this study is to examine the attitudes towards reading habits of the pre-service teachers and to determine relationship between the attitudes of preservice teachers and their genders, their department in faculty, parents' educational status, family income and place of residence. The working group consists of 412 junior pre-service teachers in the departments of Elementary School Teaching ,Early Childhood Education Teaching, Turkish
This paper has two aims: to introduce readers to Bernstein’s concept of languages of description, interpreted through the lens of ethnography; and to demonstrate the value of this approach to theory-making by showing how a qualitative study conducted on these principles led to new explanations for gender differences in literacy attainment that can be tested using PISA data.
The academic literature on reading is largely of a technical nature, most of it having to do with learning.
The degree and type of reading that are done, however, and the motivations and purposes that underpin actual usage, remain less studied.
Yet it could be argued that, once some basic fluency has been established, these factors – which we could put under the general rubric of the social psychology of reading – assume central importance. This chapter summarizes some of the relevant work in the field. Some is narrowly empirical but most involves medium- to large-scale survey approaches.
The chapter concludes by suggesting some fruitful lines for future research.
Z Bu araştırmanın amacı, sınıf öğretmeni adayları ile sınıf öğretmenlerinin okuma ilgi ve alışkanlıklarının karşılaştırılmasıdır. Araştırmanın örneklemini Adnan Menderes Üniversitesi Eğitim Fakültesinde öğrenim görmekte olan 151 sınıf öğretmeni adayı ile Aydın il merkezindeki ilköğretim okullarında görev yapmakta 203 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak, Dökmen (1994) tarafından geliştirilen " Okuma İlgisi Ölçeği ve Okuma Alışkanlığı Yetişkinler Formu Anketi " ile " Kişisel Bilgi Formu " kullanılmıştır. Araştırmada yüzde dökümleri alınmış, aritmetik ortalama, standart sapma, minimum ve maksimum değerleri hesaplanmış, ANOVA (F, t testleri), Scheffe testleri yapılmış ve korelasyon katsayısı hesaplanmıştır. Araştırma sonuçlarına göre; kadın sınıf öğretmeni adaylarının ve sınıf öğretmenlerinin okuma ilgi ve alışkanlığı erkek katılımcıların okuma ilgi ve alışkanlığından daha yüksektir. Ayrıca araştırma bulguları katılımcıların okuma ilgisinin ve okuma alışkanlıklarının " orta " düzeyde olduğunu göstermektedir. Öğretmenlerin ve öğretmen adaylarının en çok okudukları materyallerin sırasıyla gazete, sanat kitapları (roman, hikâye, vb.), çeşitli dergiler, kültür kitapları (deneme, vb.), bilimsel kitaplar, bilim teknik ve mizah dergileri olduğu görülmüştür. Öğrencilerin ayda ortalama 1.9 kitap ve 2.2 dergi, öğretmenlerin ise 1.5 kitap ve 2.1 dergi okudukları saptanmıştır Katılımcılar yeterince kitap okuyamama gerekçesi olarak, " kitap fiyatlarının yüksek olması, zaman bulamaması ve yorgun olma " gibi nedenleri belirtmişlerdir. Katılımcıların okuma ilgisi ile ayda okunan kitap-dergi ve sahip olunan kitap sayısı arasında anlamlı bir ilişki olduğu saptanmıştır. ABSTRACT The aim of this research is to compare reading interests and habits of prospective elementary school teachers and elementary school teachers. The sample of the study consisted of 151 prospective teachers, studying at Education Faculty of Adnan Menderes University and 203 elementary school teachers, working in the city centre of Aydın. " Reading Interest Scale " , " Adult Form for Reading Habits Questionnaire " developed by Dökmen (1994), and " personal information form " which was prepared by the researchers, were used as data collecting instruments. In this study, percentage distribution, mean, standard deviation and minimum and maximum values of the data were calculated. X2 analyses and ANOVA (f, t tests) were applied and correlations coefficients were calculated. According to results of the study, reading interests of both female prospective elementary school teachers and elementary school teachers were higher than those of males. In addition, the results of study indicate that reading interests and reading habits of the participants were at medium level. It was observed that prospective elementary school teachers and elementary school teachers prefer reading " newspapers, various journals, humors, arts, culture and science books the most ". And also the results were shown that prospective elementary school teachers read 1.9 books and 2.2 journals per month and elementary school teachers read 1.5 books and 2.1 journals per month. According to the prospective elemetary school teachers, it was due to high costs of the books, not having enough time and being tired. It was observed that there was a significant correlation between the number of books and journals being read per month and the number of books possessed.
The academic literature on reading is largely of a technical nature, most of it having to do with learning.
The degree and type of reading that are done, however, and the motivations and purposes that underpin actual usage, remain less studied.
Yet it could be argued that, once some basic fluency has been established, these factors – which we could put under the general rubric of the social psychology of reading – assume central importance. This chapter summarizes some of the relevant work in the field. Some is narrowly empirical but most involves medium- to large-scale survey approaches.
The chapter concludes by suggesting some fruitful lines for future research.
This paper reports on aspects of a research project designed to explore adolescent boys' attitudes to reading. The project set out to profile boys' reading in terms of their experiences in school and the literate activities in the lives they lead outside school, and to investigate the extent to which they establish a connection between the two. A general perception about deficiencies in boys' reading skills is cited as a major reason for their disengagement and underachievement in school education, particularly in the middle years. Using a case study approach, the project reported on in this paper identifies the common attitudes to reading of a group of thirty male volunteer participants, drawn from Years 7, 8, 9, 10, 11 and 12 English classes at a comprehensive coeducational high school in a metropolitan region of New South Wales, Australia. Boys in this study tended to gravitate to certain preferred genres, with younger boys noting a preference for mystery, adventure and fantasy. A dislike of the study of poetry in English classes was almost unanimous. The majority of the boys in this study were able to articulate strong and clear reading preferences and attitudes towards reading both within the context of school, and beyond. The implications of the findings for teachers of adolescent boys in English are identified and discussed at the conclusion of the paper.
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