Reading attitudes and perceptions in traditional and nontraditional reading programs

Shapiro, Jerry; White, William F.

doi:10.1080/19388079109558061

Cited by 15 publications

(11 citation statements)

References 32 publications

(31 reference statements)

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“…Evidence from school-based studies indicates that the affective atmosphere surrounding reading is a salient determinant of children's attitudes toward reading. For example, Dahl and Freppon (1995) and Shapiro (1991) reported that classrooms offering more relaxed and socially pleasurable interactions with books fostered more positive attitudes toward reading.…”

Section: The Affective Dimension Of Shared Storybook Reading and Its mentioning

confidence: 96%

Home and family influences on motivations for reading

Baker¹,

Scher²,

Mackler³

1997

Educational Psychologist

299

171

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Section: The Affective Dimension Of Shared Storybook Reading and Its mentioning

confidence: 96%

Home and family influences on motivations for reading

Baker¹,

Scher²,

Mackler³

1997

Educational Psychologist

299

171

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“…First, Book Bistro uses self-selected books that students enjoy reading. Student choice is a critical factor in encouraging student motivation to read (Allen, 2000;Allington, 2002;Conniff, 1993;Fountas & Pinnell, 2001;Gambrell, Codling, & Palmer, 1996;Gambrell & Marinak, 1997;Schooley, 1994;Shapiro & White, 1991;Thames & Reeves, 1994). Students need to be able to choose what they read at least some of the time, and especially until they are firmly and unshakably hooked on reading.…”

Section: Theory Into Practicementioning

confidence: 99%

Encouraging Independent Reading With Ambience: The Book Bistro in Middle and Secondary School Classes

Kasten

Wilfong

2005

J Adolescent & Adult Lit

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This article makes a case for devoting time to independent reading and then describes the “Book Bistro,” a strategy for promoting independent reading. Research concerning adolescents and reading is reviewed, followed by detailed instructions for implementing Book Bistro and advice from teachers. In Book Bistro, adolescent students are invited once per month to bring an independent reading choice to a café setting created in the classroom or school lunchroom. Students evaluate classmates to their right and to their left, creating material for each student's reading file. Book Bistro implements the best of what is known about encouraging independent reading using self‐selected reading, book discussion, and peer interaction about books. One action research study and one field‐testing initiative are described, along with suggestions for further study with different age groups.

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“…Not surprisingly, qualitative and quantitative research studies have shown that children who engage in voluntary reading develop positive attitudes towards reading as an activity (Barbieri, 1995;Greaney, 1980;Greaney & Hegarty, 1987;Hepler & Hickman, 1982;Long & Henderson, 1973;Mathewson, 1994;Reutzel & Hollingsworth, 1991;Shapiro & White, 1991;Short, 1995). This type of reading has also been shown to relate positively to growth in vocabulary, reading comprehension, verbal fluency, and general information (Anderson et al, 1988;Greaney, 1980;Guthrie & Greaney, 1991;Taylor, Frye, & Maruyama, 1990), and to positively correlate with school grades (Anderson et al, 1988;Fielding, Wilson, & Anderson, 1986;Greaney, 1980).…”

Section: The Nature and Importance Of Voluntary Readingmentioning

confidence: 99%

Rewards of reading: Toward the development of possible selves and identities

Richardson

Eccles

2007

International Journal of Educational Research

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Children's voluntary reading positively correlates with school grades, vocabulary growth, reading comprehension, verbal fluency, general information, and attitudes towards reading. Drawing on qualitative interviews collected alongside six waves of longitudinal survey data in an urban setting in eastern USA, We argue that voluntary reading by adolescents also provides learning opportunities that scaffold identity formation, afford 'spaces' where youth rehearse and relationally enact gender roles, ethnic/racial identification, and fashion educational aspirations. The interviews with African American and European American youth were conducted in five visits and spanned 3 years through senior high school and 1 year post-high school. Methods of inductive and narrative analysis identified patterns of benefits and potential drawbacks of voluntary reading. Amount of voluntary reading was affected by school, family, and social and work commitment pressures, and fulfilled a number of broad roles. What and how youth were reading was as important as the amount. Significantly, reading allowed adolescents to explore possible selves-an interest in historical figures helped one African American male to develop values resisting stereotypes of male or African American, just as an African American female came to resist conforming to gender and racial stereotypes in dress and occupational ambitions. Relationships between voluntary reading habits, family context and educational aspirations were identifiable for a number of the interviewees.

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Reading attitudes and perceptions in traditional and nontraditional reading programs

Cited by 15 publications

References 32 publications

Home and family influences on motivations for reading

Home and family influences on motivations for reading

Encouraging Independent Reading With Ambience: The Book Bistro in Middle and Secondary School Classes

Rewards of reading: Toward the development of possible selves and identities

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