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Development of Leisure Reading in Childhood
Abstract
This entry discusses leisure reading behavior in childhood. It shows that leisure reading has consistently been linked not only to reading outcomes but also to other educational, social, and emotional outcomes. It also shows that, while generally children aged 8–13 engage in positive leisure reading behavior, it decreases as children get older. Moreover, changes in leisure reading behavior are particularly prominent at the time of transition from primary to secondary school. However, not all these changes are negative, which may suggest simply shifting preferences in children's leisure reading behavior as they get older.
... Leisure reading has been reported to remain either at a stable level or increase during the first school years (Kirby et al., 2011;Teravainen-Goff & Clark, 2019) and then decline towards adolescence (Clark & Teravainen, 2017;Kush & Watkins, 1996;McKenna et al., 1995;Miyamoto et al., 2020). On average, leisure reading material preferences seem to change during childhood and adolescence; younger children read more comics (McGeown et al., 2016) and books (Teravainen-Goff & Clark, 2019), whereas adolescents read more online materials (McGeown et al., 2016;Pitcher et al., 2007;Teravainen-Goff & Clark, 2019). ...
... Leisure reading has been reported to remain either at a stable level or increase during the first school years (Kirby et al., 2011;Teravainen-Goff & Clark, 2019) and then decline towards adolescence (Clark & Teravainen, 2017;Kush & Watkins, 1996;McKenna et al., 1995;Miyamoto et al., 2020). On average, leisure reading material preferences seem to change during childhood and adolescence; younger children read more comics (McGeown et al., 2016) and books (Teravainen-Goff & Clark, 2019), whereas adolescents read more online materials (McGeown et al., 2016;Pitcher et al., 2007;Teravainen-Goff & Clark, 2019). ...
... Leisure reading has been reported to remain either at a stable level or increase during the first school years (Kirby et al., 2011;Teravainen-Goff & Clark, 2019) and then decline towards adolescence (Clark & Teravainen, 2017;Kush & Watkins, 1996;McKenna et al., 1995;Miyamoto et al., 2020). On average, leisure reading material preferences seem to change during childhood and adolescence; younger children read more comics (McGeown et al., 2016) and books (Teravainen-Goff & Clark, 2019), whereas adolescents read more online materials (McGeown et al., 2016;Pitcher et al., 2007;Teravainen-Goff & Clark, 2019). ...
This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity “to see images” of a written story in the mind’s eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.
The importance of school transitions for pupil adjustment, particularly their impact on later well‐being and attainment, remains contested. This paper draws on data from a longitudinal, school‐based study of over 2000 Scottish pupils, first surveyed in 135 primary schools (age 11) in 1994, and followed up in 43 secondary schools (age 13 and 15) and again after leaving school (age 18/19) in 2002/3. The length of follow‐up makes this study unique in transition research. After a year in secondary school (age 13), the majority recalled having had difficulties of adjustment to both school and peer social systems at the beginning of secondary education. While the primary (but not secondary) school played a small part in accounting for different transition experiences, controlling for a wide range of sociodemographic and other factors, personal characteristics were much more important. Respondents of lower ability and lower self‐esteem experienced poorer school transitions; those who were anxious, less prepared for secondary school and had experienced victimisation, poorer peer transitions. Further analysis of the impact of school and peer transitions on well‐being and attainment revealed that each had specific independent effects both within and beyond secondary education. At age 15, a poorer school transition predicted higher levels of depression and lower attainment; a poorer peer transition, lower self‐esteem, more depression and lower levels of anti‐social behaviour. Although reduced in size, similar results extended to outcomes at age 18/19. These effects bear comparison with those associated with gender and school disengagement, clearly demonstrating the importance of successful transition for later well‐being and attainment.
EADING HAS cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage. Furthermore, these consequences are reciprocal and exponential in nature. Accumulated over time—spiraling either upward or downward— they carry profound implications for the development of a wide range of cognitive capabilities. Concern about the reciprocal influences of reading achievement has been elucidated through discussions of so-called "Matthew effects" in academic achieve- ment (Stanovich, 1986;Walberg & Tsai, 1983).The term "Matthew effects" is taken from the Biblical passage that describes a rich-get-richer and poor-get-poorer phenomenon.Applying this concept to reading, we see that very early in the reading process poor readers, who experience greater difficulty in breaking the spelling-to-sound code, begin to be exposed to much less text than their more skilled peers (Allington, 1984; Biemiller, 1977-1978). Further exacerbating the prob- lem is the fact that less-skilled readers often find them- selves in materials that are too difficult for them (Allington, 1977, 1983, 1984; Gambrell,Wilson, & Gantt, 1981). The combination of deficient decoding skills, lack of practice, and difficult materials results in unre- warding early reading experiences that lead to less in- volvement in reading-related activities. Lack of expo- sure and practice on the part of the less-skilled reader delays the development of automaticity and speed at the word recognition level. Slow, capacity-draining word recognition processes require cognitive re- sources that should be allocated to comprehension. Thus, reading for meaning is hindered; unrewarding reading experiences multiply; and practice is avoided or merely tolerated without real cognitive involve- ment. The disparity in the reading experiences of children of varying skill may have many other consequences for
Readers of fiction tend to have better abilities of empathy and theory of mind (Mar et al., 2006). We present a study designed to replicate this finding, rule out one possible explanation, and extend the assessment of social outcomes. In order to rule out the role of personality, we first identified Openness as the most consistent correlate. This trait was then statistically controlled for, along with two other important individual differences: the tendency to be drawn into stories and gender. Even after accounting for these variables, fiction exposure still predicted performance on an empathy task. Extending these results, we also found that exposure to fiction was positively correlated with social support. Exposure to nonfiction, in contrast, was associated with loneliness, and negatively related to social support.
Leisure reading contributes significantly to improving language competenciesof children. This study investigates the reading habits and preferences ofchildren, motivations behind reading, and their attitudes towards reading. Apre-tested questionnaire was used for collecting data and 440 upper primarystudents participated in the study. The findings suggest that a majority of theparticipating 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 playingon computer or the Internet. It was also found that girls were generally moreavid readers than boys. This paper offers certain suggestions for promotingreading habits among children
The purpose of this article is to examine how American children under age 13 spend their time, sources of variation in time use, and associations with achievement and behavior. Data come from the 1997 Child Development Supplement to the Panel Study of Income Dynamics. The results suggest that parents' characteristics and decisions regarding marriage, family size, and employment affect the time children spend in educational, structured, and family activities, which may affect their school achievement. Learning activities such as reading for pleasure are associated with higher achievement, as is structured time spent playing sports and in social activities. Family time spent at meals and time spent sleeping are linked to fewer behavior problems, as measured by the child's score on the Behavior Problems Index. The results support common language and myth about the optimal use of time for child development.
Kids and family reading report: United Kingdom. Retrieved
- Scholastic
Kids and family reading report: Canadian edition. Retrieved
- Scholastic
Kids and family reading report: India. Retrieved
- Scholastic
Kids and family reading report: Australia
- Scholastic
What kids are reading: The book-reading habits of pupils in British and Irish schools
- K Topping