The Relationship Between Positive Adole
The Relationship Between Positive Adolescent Attitudes
Toward Reading and Home Literary Environment
Kelly Partin
Bowling Green State
University
Cindy Gillespie
Hendricks
Bowling Green State
University
While factors known to positively affect attitudes toward reading have been investigated, the relationship between attitudes toward reading and home literary environments, particularlywith older students, needs to be more fully explored. This investigation focused on the nature of the relationship between high school students ' readingattitudes and the literary environment in which they were raised.
62 Reading Horizons, 2002, 43 (1)
THE LITERARY DEVELOPMENT of adolescents is just as important and requires just as much attention as that of beginning readers. Yet local, state, and national debates over reading have focused primarily on beginners. Today 's adolescents live in a world that requires them to be more literate and to engage in more kinds of reading and writing than was required of their counterparts in previous generations. (IRA
Advertisement for the Commission on Adolescent Literary)
According to Vacca (1998), neglect of adolescents ' literary development manifested ". . .itself through educational policy, school curricula and a public
mindset on literacy that doesn 't appear to extend beyond learning to read and write in early childhood and elementary school" (p. 605). He added,
"Research funding for adolescent literacy... is minuscule in relation to the big bucks federal and state agencies spend on early literacy and early intervention research" (p. 605).
Research related to adolescent readers also falls short when compared to early readers. Research that does exist regarding adolescent readers tends to focus on cognitive factors associated with learning to read while affective factors related to reading are often overlooked
(Cramer & Castle, 1994). While knowledge of cognitive factors remains important in understanding the reading process,
Toward Reading and Home Literary Environment
Kelly Partin
Bowling Green State
University
Cindy Gillespie
Hendricks
Bowling Green State
University
While factors known to positively affect attitudes toward reading have been investigated, the relationship between attitudes toward reading and home literary environments, particularlywith older students, needs to be more fully explored. This investigation focused on the nature of the relationship between high school students ' readingattitudes and the literary environment in which they were raised.
62 Reading Horizons, 2002, 43 (1)
THE LITERARY DEVELOPMENT of adolescents is just as important and requires just as much attention as that of beginning readers. Yet local, state, and national debates over reading have focused primarily on beginners. Today 's adolescents live in a world that requires them to be more literate and to engage in more kinds of reading and writing than was required of their counterparts in previous generations. (IRA
Advertisement for the Commission on Adolescent Literary)
According to Vacca (1998), neglect of adolescents ' literary development manifested ". . .itself through educational policy, school curricula and a public
mindset on literacy that doesn 't appear to extend beyond learning to read and write in early childhood and elementary school" (p. 605). He added,
"Research funding for adolescent literacy... is minuscule in relation to the big bucks federal and state agencies spend on early literacy and early intervention research" (p. 605).
Research related to adolescent readers also falls short when compared to early readers. Research that does exist regarding adolescent readers tends to focus on cognitive factors associated with learning to read while affective factors related to reading are often overlooked
(Cramer & Castle, 1994). While knowledge of cognitive factors remains important in understanding the reading process,
References: Alexander, J. & Filler, R. C. (1976). Attitudes and reading. International Reading Association: Reading Series, Newark, DE: International Alvermann, D. & Hagood, M. (2000). Fandom and critical media literary Bintz, W. P. (1993). Resistant readers in secondary education: Some insights and implications Cramer, E. & Castle, M. (Eds.) (1994). Fostering the love of reading: The affective domain in reading education Farnan, N. (1996). Connecting adolescents and reading: Goals at the middle level Gillespie, C. (1993). College students reflections on reading. Reading Horizons, 33, 329-340. Guthrie, J. T. & Wigfield, A. (1997). Reading engagement: Motivating readers through integrated instruction Harris, A. J. & Sipay, E. R. (1990). How to increase readingability. (9th ed.) White Plains, New York: Longman. Heilman, A. (1977). Principles and practices of teaching reading. Kubis, M. (1996). The relationship between home literary environments and attitudes toward reading in ninth-graders Moje, E., Young, J., Readence, J. & Moore, D. (2000). Reinventing adolescent literary for new times: Perennial and millennial issues. Moore, D., Bean, T., Birdyshaw, D., & Rycik, J. (1999). Adolescent literary: Aposition statement Russ, K. M. (1989). Relating reading attitude to reading achievement in an East Los Angeles junior high school Spiegel, D. A. (1994). A portrait of parents of successful readers. ERIC Document Reproduction Service No Tullock-Rhody, R. & Alexander, J. (1980). A scale for assessing attitudes toward reading in secondary school Vacca, R. (1998). Let 's not marginalize adolescent literary. Journal of Adolescent and Adult Literary, 41, 604-609 Walberg, H. J. & Tsai, S. (1985). Correlates of reading achievement and attitude: A national assessment study Walberg, H. J. & Tsai, S. (1983). Reading achievement and attitude productivity among 17-year olds 76 Reading Horizons, 2002, 43, (1) Table 1