Students’ Attitudes toward Reading for Pleasure in Greece

Reading for Pleasure: A Review of Current Research

“…Apart from confirming the reputation of reading for pleasure as "a fuzzy concept" (Burnett & Merchant, 2018, p. 62), being loosely rather than exactly defined, this study also shows the concept has been expanding to include a wider range of reading materials, such as e-books and comics (e.g., Kavi et al, 2015;Kucirkova & Cremin, 2018;McKnight, 2018;Ramírez-Leyva, 2016;Retali et al, 2018;Reedy & De Carvalho, 2021;Vanden Dool & Simpson, 2021;Wilhelm, 2016). As more children are exposed to digital media, it is important to understand how these materials can be used to motivate children to read and encourage a love of reading (Kucirkova & Cremin, 2020).…”

“…There is a wide range in the age of the groups studied, with some studies focusing on specific age groups, such as children or teenagers (e.g., Retali et al, 2018;Wilhelm, 2016), while others include a more diversely aged population (e.g., Kavi et al, 2015;Kucirkova et al, 2017). In most cases, the data concerned participants that were over 15 years old: secondary or high school students and second language learners at a university.…”

“…Over half of the articles (n = 13) define reading in a sense that exceeds the traditional idea of reading the verbal printed books. They talk about 'multimodal approaches to reading' (e.g., Kavi et al, 2015;Ramírez-Leyva, 2016;Vanden Dool & Simpson, 2021), and 'wide reading' (McKnight, 2018), and use a more inclusive repertoire of genres, not habitually read in schools, such as comics, graphic novels and song lyrics (Reedy & De Carvalho, 2021;Retali et al, 2018;Wilhelm, 2016), as well as various (literary and non-literary) digital formats, which blur the lines between texts and films, text and games, and text and music, thus offering the reader more choice and potentially a more personal and pleasurable reading experience (Kucirkova & Cremin, 2018). Except for underlining the importance of self-chosen nature of the texts, most articles do not limit the type of literature appropriate for reading for pleasure.…”

Okuma Okuryazarlığı Performansı, Motivasyon Kaynakları ve Öğretmen Desteği Arasındaki İlişkiler: PISA 2018 Türkiye Örneklemi

“…Studies on reading pleasure revealed that reading pleasure was positively related to reading success (Flowers 2003;Krashen, 2004;Cheema, 2018;Retali et al, 2018;Tavşancıl et al, 2019;Dool & Simpson, 2021), reading motivation (Schiefele et al, 2012;Ertem, 2020;Doğaç, 2021;Dool & Simpson, 2021), vocabulary depth (Krashen, 2004;Sullivan & Brown, 2015), writing success (Krashen, 2004;Aftah, 2020) and academic success (Mol & Jolles, 2014); Whitten et al, 2016).…”