Adult Recreational Reading. Another early literacy strategy is passive in nature: observation. When children observe adults participating in recreational literacy, they are encouraged to like reading as well. According to Merga and Mat Roni (2018), reading is social. Research has indicated that many avid adult readers have had a person, typically a maternal or paternal figure, positively and significantly influence their attitude toward books Merga and Moon (2016) investigated the frequency and volume of engagement, current attitudes, and influences by social groups (parents, teachers, peers, etc.) on adolescent attitudes toward recreational reading. The study revealed a significant positive relationship between the parents’ and the students’ frequency and attitude toward reading. The strongest correlation was between fathers and sons. This study demonstrated the important role parent’s engagement in reading can have in affecting their child’s attitude toward reading.
The benefits of early reading are undeniable. Reading aloud to children is important because it develops comprehension as well as vocabulary, familiarizes a child with written language, engages them in positive experiences at a young age, and provides numerous other benefits (Ledger & Merga, 2018; Smith, 1997). Shared reading is even more influential as it enhances vocabulary and fosters positive interactions with caregivers by including interaction with the caregiver and the text (Merga & Mat Roni, 2018; Whitehurst & Lonigan, 2001). Adult recreational reading, though passive in nature, exposes children to a love of reading in someone they care for or respect, which has been shown to create lasting effects (Merga & Mat Roni, 2018). The studies mentioned offer support for each strategy in the home environment and demonstrate their impact on student achievement.
Both reading attitudes and early literacy strategies have an effect on a student’s reading ability. A positive reading attitude has shown to boost reading success, while a negative attitude can diminish or prevent success. Early literacy strategies such as reading aloud, shared reading, and adult recreational reading have a significant impact. These strategies have the potential to impact not only students’ reading success, but their attitude toward reading as well. According to the stated data, parents can contribute greatly toward students’ future successes in reading, as well as their reading attitude, by involving their children in early literacy strategies in the preschool years.
Alexander, J.E., & Filler, R.C. (1976). Attitudes and reading. Newark, DE: International Reading
Anderson, R.C. Hiebert, E.H., Scott, J.A. & Wilkinson, A.G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, D.C.: National Institute of Education.
Gambrell, L.B. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263. doi:10.1002/trtr.1423
Ledger, S., & Merga, M.K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124-139.
Merga, M.K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20, 1-21.RE ARTICLE
Merga, M.K., & Mat Roni, S.M. (2018). Empowering parents to encourage children to read beyond the early years. The Reading Teacher, 72(2), 1-9. doi:10.1002/trtr.1703
Merga, M.K., & Moon, B. (2016). The impact of social influences on high school students’ recreational reading. The High School Journal, 99(2), 122-140.
Meyer, L.A., Wardrop, J.L., Stahl, S.A., & Linn, R.L. (1994). Effects of reading storybooks aloud to children author(s). The Journal of Educational Research, 88(2), 69-85.
Mohd-Asraf, R., & Abdullah, H. (2016). Elementary schoolers’ attitudes toward reading and
Morrow, L.M., Paratore, J., Gaber, D., Harrison, C., & Tracey, D. (1993). Family literacy: Perspective and practices. The Reading Teacher, 47(3), 194-200.
Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Neuman & D.K. Dickenson (Eds.), Handbook of early literacy research. New York, NY: The Guilford Press.
Senechal, M., & Cornell, E. (1993). Vocabulary acquisition through shared reading experiences. Reading
Smith, F. (1997). Reading without nonsense (3rd ed.). New York, NY: Teachers College Press.
Whitehurst, G.J., & Lonigan C.J. (2001). Emergent literacy: Development from prereaders to readers. In S.B. Neuman & D.K. Dickenson (Eds.), Handbook of early literacy research. New York, NY: The Guilford Press.
Yildiz, M., & Kiziltas, Y. (2018). The attitudes of secondary school students toward school and reading: A comparison in terms of the mother tongue, gender and class level. International Journal of Education and Literacy Studies, 6(1), 27-37.
Jamie Bendorf (Spencer) achieved a Bachelor of Science degree in Elementary Education and a minor in music at the University of Central Missouri in Warrensburg. Following graduation taught second grade at Concordia Elementary School in Concordia
Missouri. She now attends Missouri State University where she is pursuing her Master of Science in Education with an emphasis in Literacy, planning to graduate in May of 2019.
THE 25th person to register & visit FocusandRead.com
WILL RECEIVE A FREE Reading Focus Card Combo Pack,
CLICK HERE TO REGISTER- SEND THE MESSAGE "CONTEST"
CLICK HERE TO VISIT THE SITE