Developing Lifetime Readers: Suggestions from Fifty Years of Research

The correlation between students’ reading habit and reading ability at the first grade of MAN 1 Bandar Lampung

“…By applying reading habit, the students can promote their knowledge and vocabulary (Thanuskodi, 2011). It is in line with the study from Lesesne (1991) which states that elder people can inspire younger people to read by upgrading their own reading habit and by demonstrating it to the younger generation.…”

Longitudinal Study of the Reading Attitudes and Behaviors of Middle School Students

“…According to Carlsen (1980), students who are able to read will value reading more if they are surrounded by reading materials about topics of interest to them; if they read "within a supportive, nonthreatening situation"; if they are given school time to read for pleasure; and if they have opportunities to share with peers or their teachers their reactions to what they have read (p. 6). Research conducted by Lesesne (1991), Morrow (1985), and Showalter (1990) demonstrated that the conditions that Carlsen described do indeed affect the reading attitudes and behaviors of adolescents. Lesesne observed that by becoming positive role models of adults who read and by being receptive to students' responses to what they read, teachers can influence their students' reading attitudes and lifetime reading habits.…”

“…Talan (1980) found a significant correlation between the reading attitudes of students in grades six, seven, and eight and both the amount of leisure reading they had done during the previous year and the number of books that they owned. Although Mellon (1990) found that 70% of the secondary school students whom she surveyed-including half of those with "lower reading ability"-said that they did read in their leisure time, Lesesne (1991) concluded that middle school students whom she surveyed did not read very much outside of school. Seventy-five percent reported reading less than one hour daily on a regular basis, and 20% had read only one book for pleasure during the past six months.…”

Στάσεις, Κίνητρα Και Προτιμήσεις Των Παιδιών Σχολικής Ηλικίας Για Την Ανάγνωση

“…Οι μαθητέςικανοί αναγνώστες θα προσδώσουν περισσότερη αξία στην ανάγνωση, αν έχουν στη διάθεσή τους αναγνωστικό υλικό με θέματα που τους ενδιαφέρουν, αν διαβάζουν σε ένα ενθαρρυντικό και όχι απειλητικό περιβάλλον, αν τους παρέχεται χρόνος στην τάξη να διαβάζουν για απόλαυση και αν έχουν την ευκαιρία να μοιραστούν με τους συνομηλίκους ή τους δασκάλους τους τις αντιδράσεις τους στο ανάγνωσμα που διάβασαν (Carlsen, 1980(Carlsen, • Βρεττός, 2010(Carlsen, • Μπαμπάλης, 2005(Carlsen, , 2012. Ερευνητικά έχει επιβεβαιωθεί ότι οι προϋποθέσεις αυτές επηρεάζουν τις αναγνωστικές στάσεις και συμπεριφορές των εφήβων (Lesesne, 1991• Morrow, 1985• Showalter, 1990.…”