Remembrance of Books Past …Long Past: Glimpses into Alteacy

Duchein, Mary Annette; Mealey, Donna L.

doi:10.1080/19388079309558140

Cited by 15 publications

(11 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is evidence from multiple studies, at least, that when parents of adolescents give, discuss, or explicitly recommend books, provide general encouragement to read, and read regularly themselves, their adolescent children are more likely to engage willingly in reading-and similar practices are linked to younger children's reading activity and interest (Baker et al 1997;Baker 2003). Additionally, there is some evidence that reading aloud together, such a typical interaction of parents and young children, appears motivating for older children and adolescents on the rare occasions they experience it (e.g., Duchein and Mealey 1993;Shapiro and Whitney 1997). Research employing crosssectional and longitudinal designs to study children at several points from early childhood to adolescence would certainly, however, enable more precise insights.…”

Section: Finer Examination Of Parent Supportmentioning

confidence: 91%

“…Such designs would particularly help shed light on such questions as whether experiences of support for and interaction with others in reading in the later elementary years and beyond have additional benefits over only having such experiences in early childhood and whether such experiences in middle childhood or adolescence can compensate for lack of such support at younger ages. Duchein and Mealey's (1993) retrospective study in which college students reflected on their experiences of social support for reading throughout their lives suggested that sustained reading support across many years is important, but prospective longitudinal research would provide stronger evidence for or against this contention.…”

Section: Finer Examination Of Parent Supportmentioning

confidence: 95%

“…Consider negative as well as positive parent factors Several studies in this review identified reading-related practices and beliefs that were negatively associated with adolescents' reading motivation and activity or that promote avoidance and devaluing of reading (e.g., Duchein and Mealey 1993;Wells 1978). Currently, reasons that children have for avoiding reading are receiving increased attention (Guthrie and Coddington 2009), so research more closely and systematically examining how parents contribute in both negative and positive ways to adolescents' reading motivation would complement this growing area of theory and research.…”

Section: Finer Examination Of Parent Supportmentioning

confidence: 98%

“…In contrast to these studies which centered on avid readers, Duchein and Mealey (1993) focused on the reading histories of 90 college students whom they characterized as alliterate, using a writing prompt to obtain retrospective accounts of their experiences from early childhood to adolescence. Students reported that they often experienced and enjoyed parent and teacher read-alouds when they were young and believe that continuation of this practice beyond early elementary school would have helped them become better and more frequent readers.…”

Section: Studies Concerning Influence Of Parents and Other Socializatmentioning

confidence: 99%

See 3 more Smart Citations

The Role of Parents in Adolescents’ Reading Motivation and Activity

Klauda

2009

Educ Psychol Rev

View full text Add to dashboard Cite

Parent support for reading is one of the many elements that may play a role in the development and sustainment of children's reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and primary-grade children's reading than in their older children's reading. Thus, this paper examines the findings and methodology of empirical studies concerning the ways and extent to which parent support for reading relates to the reading motivations and habits of students in the fourth through 12th grades. The review includes discussion of extant quantitative, qualitative, and mixed-method studies, theoretical models from the reading domain applicable to the socialization of reading practices, and extensive recommendations for future research. The dual purpose of this review is to present a sketch of the role of parents' in adolescents' reading motivation based on extant work and to encourage research that will help develop this sketch into a fuller portrait.How can parents help their children become lifelong readers? Much research has addressed this question by examining the role that parents play in helping preschool and primarygrade children become interested and skilled in reading. Reviews of this research indicate that parent involvement in their children's reading activities and their beliefs about reading both correlate with and have causal impact on reading motivation and achievement (Baker et al. 1997;Baker 2003;Senechal and Young 2008). Do these same positive effects occur at adolescence? Extant research concerning parent involvement in and encouragement of older children's and adolescents' reading motivation and activity suggests so, but this literature is limited in both quantity and methodology. To extend understanding of and, hopefully, inspire greater attention to the role of parents in adolescents' reading, this review offers critique and synthesis of existing studies, aiming particularly for their integration with

show abstract

Section: Finer Examination Of Parent Supportmentioning

confidence: 91%

Section: Finer Examination Of Parent Supportmentioning

confidence: 95%

Section: Finer Examination Of Parent Supportmentioning

confidence: 98%

Section: Studies Concerning Influence Of Parents and Other Socializatmentioning

confidence: 99%

See 2 more Smart Citations

The Role of Parents in Adolescents’ Reading Motivation and Activity

Klauda

2009

Educ Psychol Rev

View full text Add to dashboard Cite

show abstract

“…It is also a strong factor in the language development and reading achievement of children (Beck & McKeown, 2001;Duchein & Mealey, 1993;Elley, 1992). Since programmed skills based materials are not story-based, they do not help students develop a sense of story or broaden their reading schemas (Copenhaver, 2001).…”

Section: The Importance Of Reading Aloud To Childrenmentioning

confidence: 98%

“Re-Valuing” Reading: Assessing Attitude and Providing Appropriate Reading Support

Strickland¹,

Walker²

2004

Reading & Writing Quarterly

View full text Add to dashboard Cite

Consumer aliteracy

DelVecchio

Jae

Ferguson

2018

Psychology and Marketing

View full text Add to dashboard Cite

A large and growing segment of global society is comprised of capable but unwilling readers. Despite the proliferation of aliteracy and extant research on illiterate consumers, the topic of consumer aliteracy is unexplored. To address the issue, an eight‐item unidimensional measure of the construct is developed and validated. This consumer aliteracy scale captures reading attitudes and behaviors across a variety of written marketing materials. Results indicate that consumer aliteracy is predictive of how consumers approach written versus visual marketing information and the amount of time devoted to these information formats in a choice setting. Understanding the phenomenon of consumer aliteracy is essential for researchers studying consumer responses to a wide variety of written marketing materials. In addition, consideration of consumer aliteracy may help research that employs written marketing messages as stimuli to better detect other processing effects.

show abstract

Remembrance of Books Past …Long Past: Glimpses into Alteacy

Cited by 15 publications

References 1 publication

The Role of Parents in Adolescents’ Reading Motivation and Activity

The Role of Parents in Adolescents’ Reading Motivation and Activity

“Re-Valuing” Reading: Assessing Attitude and Providing Appropriate Reading Support

Consumer aliteracy

Contact Info

Product

Resources

About