Reading and Communication

Abstract

The views of children toward literacy can provide insight into the relationship between areas of reading and communication abilities and suggest possibilities for classroom language intervention and the use of written materials. This investigation examined differences in the opinions of fourth-grade readers with good and poor reading skills. Interviews were conducted with 270 fourth-grade students, 142 above average (AAR) readers and 128 below average (BAR) readers. Data analysis revealed significant differences between the two groups of readers on nine of 22 questions. The subjects accurately identified themselves as good or poor readers. The AAR group reported understanding more of what they read, whereas the BAR group reported problems in comprehending written information. As oral communicators, the AARs reported talking more and being understood more often when they talked than the BARs. Significant differences were found between the AAR and BAR groups regarding how often they read at home by themselves and how often they read for fun. However, no differences existed between the groups in their opinions of the value and importance of reading.