guidance on how to build on materials used at school while also engaging their children with reading for fun. Pupils can become reluctant readers for a variety of reasons, including boredom, low self-esteem, or an inability to keep up with their peers. We must therefore address the possible issues that make an individual a reluctant reader and use creative solutions to combat this disengagement. But most importantly, we must see reading for pleasure as an activity that has real educational and social consequences. References Aarnoutse, C. and van Leeuwe, J. (1998). Relation between reading comprehension, vocabulary, reading pleasure and reading frequency. Educational Research and Evaluation, 4, 143-166. Allan, J., Ellis, S. and Pearson, C. (2005). Literature circles, gender and reading for enjoyment. Edinburgh: Scottish Executive. Alvermann, D. (2001). Reading adolescents’ reading identities: Looking back to see ahead. Journal of Adolescents and Adult Literacy, 44 (8), 676-690. Anderson, R.C., Wilson, P.T., and Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285303. Angelos, S. and McGriff, N. (2002). Tracking students’ reading progress. Knowledge Quest, 30, 44-46. Au, K. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297-319. Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly, 19, 87-106. Baker, L. and Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental belies and home reading experiences. Reading Psychology, 23, 239-269.
guidance on how to build on materials used at school while also engaging their children with reading for fun. Pupils can become reluctant readers for a variety of reasons, including boredom, low self-esteem, or an inability to keep up with their peers. We must therefore address the possible issues that make an individual a reluctant reader and use creative solutions to combat this disengagement. But most importantly, we must see reading for pleasure as an activity that has real educational and social consequences. References Aarnoutse, C. and van Leeuwe, J. (1998). Relation between reading comprehension, vocabulary, reading pleasure and reading frequency. Educational Research and Evaluation, 4, 143-166. Allan, J., Ellis, S. and Pearson, C. (2005). Literature circles, gender and reading for enjoyment. Edinburgh: Scottish Executive. Alvermann, D. (2001). Reading adolescents’ reading identities: Looking back to see ahead. Journal of Adolescents and Adult Literacy, 44 (8), 676-690. Anderson, R.C., Wilson, P.T., and Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285303. Angelos, S. and McGriff, N. (2002). Tracking students’ reading progress. Knowledge Quest, 30, 44-46. Au, K. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297-319. Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly, 19, 87-106. Baker, L. and Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental belies and home reading experiences. Reading Psychology, 23, 239-269.
2006_11_01_free_research_-_reading_pleasure_2006_MuUyZjh.docx