The Roots of Reading for Pleasure: Recollections of Reading and Current Habits

Autor/inn/en	Zare, Manzar; Kozak, Stephanie; Rodrigues, Monyka L.; Martin-Chang, Sandra
Titel	The Roots of Reading for Pleasure: Recollections of Reading and Current Habits
Quelle	In: Literacy, 57 (2023) 3, S.262-274 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zare, Manzar) ORCID (Kozak, Stephanie) ORCID (Rodrigues, Monyka L.) ORCID (Martin-Chang, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12315
Schlagwörter	Recreational Reading; Reading Habits; Cues; Reading Instruction; Preschool Children; Child Development; Elementary School Students; High School Students; Reading Attitudes; Correlation; Educational Experience; Student Attitudes; Undergraduate Students; Literature Appreciation + Suchen Sie Ihr Suchwort? Häusliche Lektüre; Reading habit; Lesegewohnheit; Stichwort; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading behavior; Rading behaviour; Leseverhalten; Korrelation; Bildungserfahrung; Schülerverhalten; Literarische Wertung
Abstract	Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01