Successful Leisure Reading Practices for Adolescents

By: Nichole L. Smith Assistant Professor North Carolina Agricultural and Technical State University July 15, 2011

Origin of the Research

As a former high school English teacher and middle school librarian, I was unsure if my students were reading in their free time. I felt that I needed to find out so I could better encourage their leisure reading practices.

Statement of the Problem

The recent decline in reading has become a major issue of the American culture in the past decade as Americans are not reading out of necessity or as a leisure activity (National Endowment for the Arts, 2004). A connection has been found between childrens leisure reading habits and their academic achievement, causing even more concern (HughesHassell & Rodge, 2007; McKool, 2007; Nippold et al., 2005).

Purpose of the Study

The purpose of this research study was to investigate potential differences of what influences middle grades students reading interests, leisure reading habits, and how the students parents felt the children were as readers.

Sample
All students (N=479) in one middle school were invited to participate in the study, and to complete the survey. A target of 100 or more completed surveys was desired. This would provide a 20% return rate or greater. One hundred and two surveys (n=102) were returned.

Research Questions
What influences middle school students reading interests? What influences middle school students leisure reading habits?

What are the parents perceptions of their children as readers?

Independent Variables
Gender Race/ethnicity Parents educational levels

Students academic success

Students citizenship.

Dependent Variables
Students reading interests Students leisure reading habits Parents perception of their children as readers

Statistical Tests: F-tests

F-tests were specifically used in this research to analyze
race or ethnicity parents educational levels

Significance of the F-test was determined at the .05 level.

The Tukey test was used after the F-test showed a significant difference, and it helped to determine which group mean was significantly different (Garson, 2009).

Statistical Tests: T-tests

T-tests were used to analyze the following as they compared to questions with Likert style responses:
Gender Citizenship Grades

Significance of the F-test was determined at the .05 level.

Statistical Tests: Descriptive Statistics

Descriptive statistics were used to describe portions of the data. Frequencies were very important in questions asking students to choose all that applied to them on a given list.

Reading Interests
None of the independent variables had an influence on middle school students reading interests, thus proving the null hypothesis, when significance was determined at the .05 level.

Reading Interests Descriptive Findings: Free Time

Activity
Listening to music Watching TV or video Hanging out with my friends Playing sports Playing computer or video games Talking on the phone with friends Browsing the Internet Participating in clubs Painting or drawing Reading Listening to audio books Using email, instant messaging, or text messaging

Frequency
85 83 79 75 62 62 60 57 52 37 1 0

Percentage
83.3 81.4 77.5 73.5 60.8 60.8 58.8 55.9 51 36.3 1 0

Reading Interests Descriptive Findings: Interests

Activity
Listening to music Watching TV or video Hanging out with my friends Playing sports Playing computer or video games Talking on the phone with friends Browsing the Internet Participating in clubs Painting or drawing Reading Listening to audio books Using email, instant messaging, or text messaging

Frequency
85 83 79 75 62 62 60 57 52 37 1 0

Percentage
83.3 81.4 77.5 73.5 60.8 60.8 58.8 55.9 51 36.3 1 0

Reading Interests Descriptive Findings: Why They Read

Activity Because I get bored and have nothing else to do Because I have to for school Just for fun To learn things on my own I really dont read much Because my parents encourage me Because my teacher or school librarian recommend materials to me Because my friends read Frequency 59
57 49 38 21 20

Percentage 57.8
55.9 48 37.3 20.6 19.6

11

10.8

4.9

Reading Interests Descriptive Findings: Why They Dont Read

Activity Id rather listen to music Id rather play sports Id rather spend time with my friends Boring/no fun Id rather watch TV Too busy/no time I have trouble concentrating Id rather surf the internet Id rather play video games Frequency 46 46 41 40 38 35 32 32 31 Percentage 45.1 45.1 40.2 39.2 37.3 34.3 31.4 31.4 30.4

Reading Interests Descriptive Findings: What They Read

Activity Fiction books Nonfiction books Music magazines Entertainment magazines Stuff on the internet Sports/car/wrestling magazines Fashion/beauty magazines Comics Video game magazines Frequency 74 50 40 40 40 38 37 35 28 Percentage 72.5 49 39.2 39.2 39.2 37.3 36.3 34.3 27.5

Reading Interests Descriptive Findings: What They Read About

Activity People my age who have done cool or amazing things People/characters like me Sports figures Animals Fantasy characters-like super heroes, people of other worlds, or the future People of characters my age wrestling with tough issues, like drug abuse or crime Celebrities Frequency 52
46 46 41 39

Percentage 51
45.1 45.1 40.2 38.2

37

36.3

37

36.3

Leisure Reading Habits

When examining students leisure reading habits several things were considered:
time spent reading enjoyment of reading would they read more if they had more time were they read to when they were young does their family read at the same time now how often students buy books and magazines how often they are encouraged by their parents to read how often they visited the library when they were young how often they visit the library with their families now how often their parents read how many books and magazines they own and subscribe to how often their parents buy them books

Leisure Reading Habits

All of the independent variables influenced the middle school students leisure reading habits, thus disproving the null hypothesis when significance was determined at the .05 level.

Gender and Leisure Reading Habits

Gender

Frequency of Reading
Enjoy Reading Read More if Had More Time Buying Books Parents Buy Books

Male 2.7 (.723) 2.6 (.9) 2.51 (.942) 1.77 (.667) 1.9 (.912)

Female 3 (.658) 2.97 (.752 3.13 (.763) 2.31 (.673) 2.47 (.724)

t -2.112 -2.137 -3.439

p .038 .036 .001

-3.953 -3.284

<.001 .002

Race or Ethnicity and Leisure Reading Habits Ethnicity

White Frequency of Child Reading Buying Books Buying Magazines Read to When Young Visit Library When Young 3.18 (.844) 2.58 (1.01) 3.03 (.903) 3.1 (.982) 3.08 (1.165) 2.2 (.98) 1.86 (.872) 2.32 (.879 2.05 (1.125) Black Latino Other F 3.479 2.32 (.694) 1.88 (.633) 1.5 (.548) 4.801 2.735 7.754 4.443 3.93 1.67 (1.211) 7.661 p .019* .004 .048* <.001 .006 .011 <.001

Frequency of Mom Reading Books Own

Mothers Education and Reading Habits

Mothers Educational Level No Diploma 1.84 (.638) 1.94 (.929 2.23 (1.006) 1.74 (1.005) 2.19 (.91) 1.94 (1.031) 2.13 (1.024) High School Diploma Some College College Grad + 2.41 (.694) 2.63 (.884) 3.26 (.764) 2.48 (1.014) 3.33 (.877) 2.96 (1.018) 2.89 (1.086) F 3.258 3.699 7.38 p .025 .015 <.001

Buying Books Buying Magazines Read to When Young

Visit Library When Young

Frequency of Mom Reading Books Own Magazine Subscriptions

2.28 (.752)

3.15 (1.04) 1.74 (.885) 3.05 (.805) 3 1.214

6.362
11.275 5.626 3.01

.001
<.001 .001 .034

Fathers Education and Reading Habits

Frequency of Child Reading Buying Books Buying Magazines Read to When Young Read at Same Time Now Visit Library When Young Visit Library Now Parents Buy Books Frequency of Mom Reading Books Own Magazine Subscriptions No Diploma 2.75 (.622) 1.88 (.707) 1.97 (.967) 2.29 (1.071) 1.56 (.759) 1.81 (.931) 1.59 (.798) 2.06 (.878) 2.31 (.896) 1.91 (1.027) 2.09 (1.058) Fathers Educational Level High School Diploma Some College 2.82 (.809) College Grad + 3.29 (.784) 2.48 (.75) 2.76 (.889) 3.33 (.73) F 3.091 3.456 3.199 7.105 3.457 2.57 (.978) 7.187 5.065 2.7 (.733) 3.43 (.811) 3.14 (.91) 3.05 (.865) 3.487 8.608 6.83 3.523 P .031 .02 .027 .001 .02 <.001 .003 .019 <.001 <.001 .018

2.62 (1.023)

2.04 (.94) 1.59 (.747) 2 (.693) 2.36 (.995)

3.31 (.793) 2.31 (.705) 3 (.816) 2.5 (.816)

3 (1.155)

Academic Success and Leisure Reading Habits

Grades

Read More if Had More Time

Mostly As and Bs 3.03 (.849)

2.19 (.739)

Mostly Bs and Cs 2.58 (.857)

1.88 (.588)

t 2.308

p .026

Buying Books

-2.13

.038

Citizenship and Leisure Reading Habits

Citizen Visit Library When Young Visit Library Now Books Own Magazine Subscriptions Newspaper Subscriptions Yes 2.29 (.1.025) 1.87 (.894) 2.65 (1.175) 2.64 (1.126) 1.53 (.502) No 1.67 (.651) 1.33 (.651) 1.5 (.798) 1.92 (.9) 1.83 (.389 t 2.88 2.526 4.378 2.514 2.445 p .009 .022 <.001 .023 .026

Why do students choose to read?

Students were asked why they chose to read, and they chose: for fun (46.1%) relaxation (38.2%) excitement (34.3%),

Where do students obtain reading materials? Students were asked where they obtained reading materials, and they selected: the school library (73.5%). What is the job of the school media specialist?

When do students read?

When Students were asked when they read other than for school assignments they stated:
at night (46.7%) after school (21.6%),

Students were also asked who encouraged them to read, and they selected:
parents (64.7%) teachers (54.9%) most frequently

Parents Perception of Reading Success

When examining reading success the students perception of how they felt their parents viewed their reading ability was considered

Significance of Parents Perception of Reading Success

Race and ethnicity, and parents educational levels did influence the parents of middle school students perception of the students reading success, thus disproving the null hypothesis when significance was determined at the .05 level.

So, Is it Possible?
Yes! Middle grades students do read. It is many times overlooked because what they read is:
Electronic A magazine or manual Not a classic novel Not what the teacher likes We must recognize what our students are reading, and we must praise them for that. Reading improves reading; reading leads to academic success.

What Needs to Happen?

Children need:
Access to resources Exposure to print Time to read what they chose Alternatives to books and novels Variety of topics Encouragement Reading role models

What Needs to Happen?

Parents can: Expose children to print Ask questions Read to and with their children regardless of the age of the child Provide positive male reading role models, especially for male children Visit the public library Talk to their children about what they are reading Power Down: Turn off electronics and read as a family for 30 minutes four times a week Create a literacy rich home full of books, magazines, etc. Be involved in their schools; talk to teachers

What Needs to Happen?

Teachers and Librarians can: Create lists of reading materials for students and parents Provide daily opportunities for students to read self-selected literature Provide reading materials that are appropriate for both genders (males are many times left out) Encourage the reading of non-traditional materials (web-sites, graphic novels, magazines, newspapers, etc.) Provide parents (especially those with less education and racial/ethnic minorities) with tools to help their children become willing readers (reading discussion tips, library nights, reading lists) Hold community nights to assist in the dissemination of reading materials and encourage parents to use the skills they have to assist their children in reading Provide library time Hold book talks/book trailers Provide high interest/ low level materials Offer book club opportunities. Encourage, encourage, encourage

What Needs to Happen?

How can teachers and parents encourage/address students reading for fun, relaxation and excitement?
Introduce series, alternate/non-ordinary subjects Hold student prepared book talks/trailers Send home books lists Take notes

What Needs to Happen?

How can we create a place to read for our students/children?
Have family/class reading time Read in same rooms/space daily Have comfy classroom spots Take reading outside Spread out

References
Hughes-Hassell, S. and Rodge, P. 2007. The leisure reading habits of urban adolescents. Journal of Adolescent and Adult Literacy 51(1): 22-33. McKool, S.S. 2007. Factors that influence the decision to read: An investigation of fifth grade students out-of-school reading habits. Reading Improvement 44(3): 111-131. National Endowment for the Arts. 2004. Reading at risk: A survey of literary reading in America (Research Division Report #46). Washington, D.C.: National Endowment for the Arts. Nippold, M.A., Duthie, J.K., and Larsen, J. 2005. Literacy as a leisure activity: Freetime preferences of older children and young adolescents. Language, Speech, and Hearing Services in Schools 36: 93-102.