Bibliotherapeutic Book Club Intervention to Promote Reading Skills and Social-Emotional Competencies in Low SES Community-Based High Schools: A Randomised Controlled Trial

Autor/inn/en	Tijms, Jurgen; Stoop, Mirthe A.; Polleck, Jody N.
Titel	Bibliotherapeutic Book Club Intervention to Promote Reading Skills and Social-Emotional Competencies in Low SES Community-Based High Schools: A Randomised Controlled Trial
Quelle	In: Journal of Research in Reading, 41 (2018) 3, S.525-545 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12123
Schlagwörter	Bibliotherapy; Books; Clubs; Intervention; Reading Skills; High Schools; Randomized Controlled Trials; Adolescents; High School Students; Reading Attitudes; Reading Comprehension; Control Groups; Recreational Reading; Qualitative Research; Social Development; Emotional Development; Socioeconomic Status + Suchen Sie Ihr Suchwort? Bibliotherapie; Book; Buch; Monographie; Monografie; Club; Klub; Reading skill; Lesefertigkeit; High school; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High schools; Student; Students; Schüler; Schülerin; Studentin; Reading behavior; Rading behaviour; Leseverhalten; Leseverstehen; Häusliche Lektüre; Qualitative Forschung; Soziale Entwicklung; Gefühlsbildung; Socio-economic status; Sozioökonomischer Status
Abstract	Reading skills and social-emotional competencies are two important skills for both academic achievement and long-term quality of life. The present study evaluated the effects of a school-based intervention to promote reading skills and social-emotional competencies in young adolescents from urban, low socioeconomic status (SES) communities in their first year of secondary education. A small group intervention was conducted, using book clubs in which students read and discussed literature with the objective to enhance reading attitude, reading comprehension and social-emotional competencies. Participants were randomly allocated to either the book club intervention condition (n = 50) or a business-as-usual control condition (n = 40). Results revealed that the intervention group accrued significant greater gains than the control group in (recreational) reading attitude, reading comprehension and social emotional competences. Highlights--(1) What is already known about this topic: (a) The transition from primary to secondary education is accompanied by a sharp decline in reading attitude and a rise in demands on young adolescents' social-emotional competencies. (b) Qualitative research suggests book clubs can be an educational tool to enhance both reading behaviour and social-emotional skills. (2) What this paper adds: A bibliotherapeutic book club intervention can be an effective tool to improve reading attitudes, reading comprehension and to strengthen social-emotional competencies in young adolescents from low SES areas. (3) Implications for theory, policy or practice: This study supports the inclusion of bibliotherapeutic book clubs in the secondary education curriculum as a mean to address both reading behaviour and social-emotional competencies, two skills that are important for adolescents' academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01