Reading for enjoyment correlates with students’ reading frequency and reading outcomes on standardised tests
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Description
International studies consistently highlight the influence of positive attitudes towards reading on various measures of reading achievement (Clark 2011; Lupo et al. 2017; Mullis et al. 2012; OECD 2010; Petscher 2010). Indeed, PISA (2010) findings demonstrate that children who enjoy reading perform better than those who do not across all Organisation for Economic Development (OECD) countries. Reading for enjoyment, however, has decreased over time. Furthermore, boys in general are less likely than girls to have positive attitudes and read for enjoyment (Clark 2012; Logan et al. 2009; McKenna et al. 2012; Millard 1997; OECD 2010), with children from lower socioeconomic (SES) backgrounds reading less than their more affluent counterparts (Krashen et al. 2012).
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| ID Code: | 133881 | ||
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| Item Type: | Contribution to conference (UNSPECIFIED) | ||
| Refereed: | No | ||
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| Pure ID: | 57333366 | ||
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education | ||
| Copyright Owner: | 2019 the Author | ||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
| Deposited On: | 24 Oct 2019 03:25 | ||
| Last Modified: | 03 Mar 2024 07:50 |
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