The Psychology of Reading for Pleasure: Needs and Gratifications

Nell, Victor

doi:10.2307/747903

Cited by 134 publications

(102 citation statements)

References 48 publications

(28 reference statements)

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“…For leisure-based or ludic reading [17], however, the story is clearly quite different. It is curious then, that for this type of reading we know relatively little about why people choose e-reading over printed books, what the relative advantages and disadvantages are of digital versus physical books, and how e-book reading is becoming embedded into everyday practices.…”

Section: Introductionmentioning

confidence: 99%

Leisure-Based Reading and the Place of E-Books in Everyday Life

Hupfeld¹,

Sellen²,

O’Hara³

et al. 2013

Human-Computer Interaction – INTERACT 2013

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Abstract. With the proliferation of digital reading technologies and their underlying ecosystem, practices of reading are currently undergoing significant changes. Despite the currency of the topic, we find there is little empirical research on how people incorporate digital reading technologies into their existing leisure-based reading practices. In this paper, we explore the place of ereading for pleasure in daily life, and how it is co-evolving with practices surrounding printed books. We present a diary study with 16 readers tracking their behaviors and motivations surrounding e-book use. Our findings are relevant to designers of digital reading technologies in highlighting the values guiding people"s choices and behaviors concerning e-book use.

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Section: Introductionmentioning

confidence: 99%

Leisure-Based Reading and the Place of E-Books in Everyday Life

Hupfeld¹,

Sellen²,

O’Hara³

et al. 2013

Human-Computer Interaction – INTERACT 2013

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show abstract

“…The unfamiliarity of nadsat serves as a basis for interaction between the reader and the narrative as the curious reader is motivated to keep trying to understand nadsat. Such curiosity qualifies as what Nell (1988) calls a 'positive reinforcer'. A 'positive reinforcer' is an element expressed in the text which appeals to the reader and is associated with pleasant connotations.…”

Section: Theoretical Expositionmentioning

confidence: 99%

“…The initial strangeness of nadsat, which prompts reader curiosity, and the sense of accomplishment the reader gains on understanding nadsat, forms a part of the 'motivational structure' 'ludic reading' emphasises. A 'motivational structure', in this case, stems from any intrinsic or extrinsic motivation a reader experiences in order to continue reading; it may be classified as a 'positive reinforcer' (Nell 1988). However, once the reader has mastered nadsat, the brutal connotations of the words become clear, and the reader now experiences the intensity of the narration and the …”

Section: Introductionmentioning

confidence: 99%

“…It should be noted that the 'reader' referred to in this article is an amalgamation of the author's experience and other readers' reviews of A clockwork orange, which were analysed in a previous study (Ravyse 2012). Immersion, as the product of 'ludic reading', and its motivational structure (Nell 1988), is an effect of how readers experience nadsat as the medium of narration. Nadsat as a gateway to immersion thus plays a significant role.…”

Section: Introductionmentioning

confidence: 99%

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<i>Nadsat</i>: The oscillation between reader immersion and repulsion

Ravyse

2014

Literator

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This article explores the oscillation between immersion and repulsion amongst readers of A clockwork orange by Anthony Burgess. I argue that nadsat, as an invented language, introduces the state of ‘reader immersion’ resulting in ‘flow’ by means of a ‘ludic reading’ motivational structure. Reader curiosity acts as a ‘positive reinforcer’ through the sense of accomplishment felt by mastering nadsat. Reader repulsion occurs once nadsat is understood. Repulsion is induced as a result of the brutality the nadsat narrative communicates. However, repulsion does not necessarily cause the reader to stop reading, but rather acts as a sensationally derived motivation to continue reading. This type of motivation is identified as a ‘negative reinforcer’. Both motivational structures (positive and negative reinforcers) develop the oscillation between reader immersion and repulsion as part of the reading experience A clockwork orange offers. The aim of this article is to discuss the oscillation between immersion and repulsion experienced by readers of A clockwork orange according to the theoretical frameworks indicated above.

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“…Reading engagement is defined as the joint operation of motivations, strategies, and knowledge used for reading activities (Guthrie, Anderson, Alao, & Rinehart, 1999). Engaged readers often become immersed in the text they are reading (Sturm, 2001), experience a state of absorption and flow with reading (Csikszentmihalyi, 1991), exhibit intense curiosity about what they are reading, and desire to continue reading until the completion of the text (Nell, 1988;Tierney & Shanahan, 1990). Engaged readers often read by choice (Cipielewski & Stanovich, 1992), and find reading to be a pleasurable, rewarding experience and opportunity to learn and discover.…”

Section: Introduction and Study Frameworkmentioning

confidence: 99%

This Book or That Book? A Book Selection Study, Book Selection Checklist, and How Educators Can Select Books That Engage Young Readers of Color and Possibly Improve Reading Achievement

Dawkins¹

2017

IRHE

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This study examined book selection strategies of young African American and Latino readers from lower socioeconomic backgrounds, with the intent of uncovering the content of books these students find interesting and engaging. Students' book selections may indicate the book content young readers find interesting; and numerous studies indicate that reading interest is connected to reading engagement, reading amount and reading achievement (Guthrie & Wigfield, 2000). As national achievement data show, African American and Latino students, and individuals from lower socioeconomic backgrounds are scoring below level in reading (NAEP, 2009;2011), and the ultimate goal of this inquiry is to gain insight towards improving literacy achievement and closing the reading achievement gap for these students. A mixed-methods study-qualitative and quantitative-was conducted with 160 kindergarten students from a school district in the Southern region of the United States, and informing the study is a prior international experience in the country of Albania, Eastern Europe. Results indicated that students select books that contain well-developed story content as well as culturally-relevant content, and emerging from the study is a book selection checklist that educators can use to select quality literature for young readers.

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The Psychology of Reading for Pleasure: Needs and Gratifications

Cited by 134 publications

References 48 publications

Leisure-Based Reading and the Place of E-Books in Everyday Life

Leisure-Based Reading and the Place of E-Books in Everyday Life

<i>Nadsat</i>: The oscillation between reader immersion and repulsion

This Book or That Book? A Book Selection Study, Book Selection Checklist, and How Educators Can Select Books That Engage Young Readers of Color and Possibly Improve Reading Achievement

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