Personalized Expert Guidance of Students' Book Choices in Primary and Secondary Education

Autor/inn/en	Sande, Lisa van der; Wildeman, Ilona; Bus, Adriana G.; van Steensel, Roel
Titel	Personalized Expert Guidance of Students' Book Choices in Primary and Secondary Education
Quelle	In: Reading Psychology, 43 (2022) 5-6, S.380-404 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sande, Lisa van der) ORCID (Wildeman, Ilona) ORCID (Bus, Adriana G.) ORCID (van Steensel, Roel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2113944
Schlagwörter	Independent Reading; Silent Reading; Reading Material Selection; Books; Preferences; Reading Attitudes; Prevocational Education; Middle School Students; Elementary School Students; Reading Motivation; Guidance; Librarians; Reading Achievement; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Freies Lesen; Stilles Lesen; Book; Buch; Monographie; Monografie; Reading behavior; Rading behaviour; Leseverhalten; Enterprise education; Vorberufliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesemotivation; Beratung; Librarian; Bibliothekar; Bibliothekarin; Leseleistung; Ausland; Niederlande
Abstract	In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when selecting books could prevent a reading attitude decline. Study 1 focused on readers in prevocational secondary education (Grades 7 and 8; N = 136). Study 2 included younger readers from primary education (Grades 4-6, N = 99). Students in the experimental condition met with a librarian to discuss book choices every two weeks for three months. In both studies, the intervention stabilized the reading attitude decline, although, in Study 1, only for more advanced readers. In Study 2, reading comprehension of the most proficient readers also improved. This indicates that guidance in selecting books can preserve students' reading attitude and increase reading proficiency growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01