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Jul 22, 2020 · In individual interviews with 39 adolescents (ages 15 and 16) in the United Kingdom, they reported that reading books offered an opportunity to relax, learn, escape the real world,...
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In individual interviews with 39 adolescents (ages 15 and...
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- Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books
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- Media
- Limitations
- An Immersive Professional Development Experience
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Katherine Wilkinson, Valentina Andries, Danielle Howarth, Jane Bonsall, Shari Sabeti, Sarah McGeown To encourage more adolescents to read books, listening to their perspectives and experiences of book reading is a good start.
This qualitative research study involved providing re-search training to 10 high school students (hereafter named adolescent researchers) from a single high school so they could interview their peers about what they read and why. We chose to train adolescents to conduct the interviews to examine whether more informal conver-sations about reading ac...
there is an absence of research on why adolescents do not read books. In the present study, several adolescents (n = 5) felt that they do not have time to read for pleasure anymore: “I used to read books, and I used to like them, but I just don’t have time anymore.” “I think as you get older, you just have less free time. We’ve got revision and h...
There are a number of limitations with this study. First, the sample size was relatively small. Furthermore, we did not examine our themes in relation to the students’ sex or whether or not they described themselves as a reader; analysis focusing on this would be interesting. TAKE ACTION! Set aside time in the school day for reading for pleasure. P...
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Jul 22, 2020 · To encourage more adolescents to read books, listening to their perspectives and experiences of book reading is a good start. From childhood to adolescence, declines in positive attitudes toward reading and in the frequency of reading have been commonly cited.
- Katherine Wilkinson, Valentina Andries, Danielle Howarth, Jane Bonsall, Shari Sabeti, Sarah McGeown
- 9
- 2020
- 22 July 2020
Cris Tovani, a high school teacher in Denver, Colorado, shares strategies that work for readers of all abilities in her book I Read It, but I Don’t Get It, and videotape series Thoughtful Reading. The book and video series include examples of how to: Copyright © 2000 Stenhouse Publishers.
- Cris Tovani
Apr 5, 2016 · addressed traits of struggling adolescent readers, STARI lessons on decoding and morphology, and STARI fluency routines, as well as key practices for guided reading and partner reading: tting an engaging purpose for reading, silent reading of chunks,i. ved regu.
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If reading is seen as ‘uncool’, then many teens need an excuse to read. If they’re interested in pursuing a hobby, then a how-to manual can be a great way in to encourage reading. Seeing a library shelf full of books about their hobby can really be exciting and an eye opener for teens.
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Recent studies have suggested that few adolescents choose to read on 378 Motivation to read: The roles of engagement, self-efficacy, and purpose for reading According to Guthrie and Wigfield (1997), motivation is defined in terms of “beliefs, values, needs and goals that individuals have” (p. 5).
