Factors Involved in the Leisure Reading of Upper Elementary School Students

Shapiro, Jerry; Whitney, Patricia

doi:10.1080/0270271970180402

Cited by 31 publications

(36 citation statements)

References 23 publications

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“…Several studies that inquired about children's interactions in reading without respect to specific socialization agents indicate that girls are more social in their reading than boys (Baker & Wigfield, 1999;Mucherah & Yoder, 2008;Wigfield & Guthrie, 1997). Shapiro and Whitney (1997) also found that girls who read avidly experienced particularly high levels of some aspects of parent reading support, and Harold, Eccles, Yoon, Aberbach, andFreedman-Doan (1991, as cited in Eccles, 1993) found that parents of elementary school girls, versus boys, encouraged their children to read more and had them read to them more frequently. Furthermore, Cherland (1994) and Millard (1997) contended that reading is broadly construed by society to be a feminine activity and that parents tend both intentionally and unintentionally to encourage daughters but discourage sons to read.…”

Section: The Reading Support Survey and Study Hypothesesmentioning

confidence: 99%

“…Furthermore, although children's perceptions may not mesh with objective reality, they represent reality as the children see it and therefore may be more closely linked to their motivations and behavior (Bouchey & Harter, 2005). In one quantitative study that employed child reports of parent reading support, fourth graders categorized as avid leisure readers reported greater reading support than infrequent readers in four of seven regards about which they were surveyed: receiving books as presents, encouragement to read, being taken to the library, and reading aloud with their parents until an older age (Shapiro & Whitney, 1997). In addition, several qualitative studies have documented that many older children, particularly avid readers, perceive their parents as a key influence on their reading habits and motivations and enjoy their involvement and encouragement (e.g., Chandler, 1996;Edmunds & Bauserman, 2006;Strommen & Mates, 2004;see Klauda, 2009, for a review).…”

Section: Prior Empirical Research On Reading Support Experienced By Omentioning

confidence: 99%

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Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Klauda

Wigfield

2011

Journal of Literacy Research

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This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of reading-supportive behaviors. The survey was based on a synthesis of quantitative, qualitative, and mixed-methods research on older children's experiences of support for recreational reading. Theories emphasizing the importance of social factors in the development of reading motivation and attitudes and domain-general theories of motivation and social support also influenced the survey design and study hypotheses. Perceived reading support showed four underlying dimensions, two reflecting source of support and two reflecting type of support as the organizing element. Hierarchical multiple regression analyses demonstrated that perceived parent and friend support each contributed uniquely to the prediction of multiple dimensions of self-reported reading motivation and frequency, controlling for reading achievement, gender, and grade level. Children perceived greater reading support from their mothers than from their fathers or friends. There were few differences in perceived reading support, reading motivation, or habits by gender or grade level. The findings of this study expand the research base on the relations of children's experiences of parental support for reading with reading motivation and activity, which has largely focused on preschool and primary-grade children, to older children.

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Section: The Reading Support Survey and Study Hypothesesmentioning

confidence: 99%

Section: Prior Empirical Research On Reading Support Experienced By Omentioning

confidence: 99%

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Klauda

Wigfield

2011

Journal of Literacy Research

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“…If students are not choosing to read outside of school, their skills in reading can suffer (Wigfield & Guthrie, 1997). Numerous studies indicate a decline in reading attitudes and interest in reading for recreation (Gallik, 1999;Guthrie & Wigfield, 1997, 2000Shapiro & Whitney, 1997;Wigfield, 1997;Worthy, 1996). My own personal observations reinforce these conclusions.…”

Section: Rationalementioning

confidence: 99%

“…Several studies mention aliteracy as a concern (Arthur, 1995 ;Lippe & Weber 1996;Shapiro & Whitney, 1997). Various aspects of reading attitudes and their relation to choosing to read for recreation are discussed (Blaisdell et al, 1999;Guthrie & Wigfield, 1997;Lippe & Weber, 1996;Wigfield, 1997).…”

Section: Chapter Two Literature Reviewmentioning

confidence: 99%

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Intermediate students' attitudes towards recreational reading and choice of free-time activities

Forsythe¹

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The purpose ofthis study was to examine the relationship between students' attitudes to recreational reading and the free-time choices they make as they progress through the intermediate grades. A convenience sample of students in grades four through grade seven responded to questions on the Elementary Reading Attitude Survey regarding their attitudes towards recreational reading. In addition, students prioritized their choices for free-time activities on a scale of 1-5. Results from these two measures provided information on both variables, which showed significant differences between grade levels. According to results in this study a moderate to moderately high relationship exists between attitudes toward recreational reading and reading as a free-time activity. It appears that students in the intermediate grades do not tend to read for recreation; this pattern shows them increasingly unlikely to choose reading as they go from grade four to seven. This study raises concern over growing aliteracy in our schools, with particular concern for boys and their negative attitude towards reading for recreation. Both parents and teachers were surveyed on different measures. Parents spoke strongly in favour ofthe importance of recreational reading, yet half of the parents reported that their children did not read for recreation. Teachers are implementing many of the recommended strategies to promote recreational reading in their classrooms. Recommendations include the importance of parental modelling of recreational reading, as well as home and school providing materials of interest for students to read in their free-time. Abstract

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A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?

Cubillos

2023

Reading Research Quarterly

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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.

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Factors Involved in the Leisure Reading of Upper Elementary School Students

Cited by 31 publications

References 23 publications

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Intermediate students' attitudes towards recreational reading and choice of free-time activities

A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?

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