High-interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Montserrat Cubillos, Rosario Rousseau
{"title":"High-interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile","authors":"Montserrat Cubillos,&nbsp;Rosario Rousseau","doi":"10.1002/jaal.1339","DOIUrl":null,"url":null,"abstract":"<p>Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (<i>N</i> = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. <i>t</i>-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 6","pages":"338-349"},"PeriodicalIF":0.9000,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1339","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (N = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. t-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.

高兴趣书籍、选择和独立阅读:在智利男性青少年中试行阅读计划
阅读与许多积极的结果有关,包括学习成绩、减轻压力和延长寿命。然而,相当一部分智利青少年的阅读量有限。值得注意的是,与女生相比,男生往往表现出较低的阅读积极性,随着时间的推移,他们的阅读自我概念也在下降。为了应对这一挑战,本研究以自我决定理论为指导,并根据阿特维尔的阅读工作坊进行改编,探讨了一项为期 9 个月的试点阅读计划的影响,该计划旨在提高智利南部一所农村男校学生的阅读动力和阅读量(N = 120)。该计划包括四大支柱:获取高兴趣的印刷书籍、每周 90 分钟的课内自主选择以及围绕阅读的同伴互动。t 检验表明,学生的阅读量有显著提高,但阅读动机却没有提高。然而,多元回归分析表明,在控制了学生计划前的阅读动机、成绩和阅读量的情况下,计划后的阅读动机和分配给自主阅读的时间与计划期间的阅读页数有明显的关联。本文讨论了对实践的启示和未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信