Lyn Pritchard
Reproduced with the author's permission, and the permission
of ACCESS
Abstract
This article examines a selection of literature on the reluctant reader,
with an emphasis on boys as reluctant readers. The article discusses
the importance of access, choice and opportunity in the development
of reading attitudes and how to optimise these factors in the classroom
and school library.
What factors create reluctant readers?
Two distinct groups emerge when parents and educators discuss the term
reluctant reader; those students with learning difficulties who 'perceive
themselves to be non-readers in much the same way as non-swimmers feel
inadequate as swimmers' and students who are non-voluntary readers (Hatfield
1998:24). This discussion will concentrate primarily on non-voluntary
readers. It appears that non-voluntary readers have varied and complex
reasons for their negative attitudes towards reading. However three
issues stand out as central to whether or not students choose to read
voluntarily at school and at home: choice, opportunity and access (Krashen
1993; Worthy 1998).
For many students the main problem lies in the fact that they are required
to read materials that they have no voice in selecting (Bintz 1993;
Worthy 1998). Some students have limited opportunities for free reading
in school and when unscheduled opportunities do occur, only a limited
selection of material is available. Students identified as non-voluntary
readers by teachers were found to have strong reading preferences, but
lacked regular access to texts they preferred (Worthy 1998). It appears
that an interaction of choice, opportunity and access factors influence
students' attitude to reading.
The connection: literature and literacy
Elements that facilitate the growth of reading comprehension ability
- general knowledge, vocabulary, and syntactic knowledge - are developed
by the act of reading (Stanovich 1986; Krashen 1998). Increased reading
experiences of children who have made connections between the sound
and symbol code have important positive feedback effects. Reading volume
has a positive influence on vocabulary growth and those children 'who
are reading well and have good vocabularies will read more, learn more
word meanings and hence read even better. Children with inadequate vocabularies
- who read slowly and without enjoyment - read less, and as a result
have slower development of vocabulary knowledge, which inhibits further
growth in reading ability' (Walberg 1984 in Stanovich 1986:381).
Exploring categories of reluctant readers
Bintz (1993) maintains that students have different interpretative
stances relating to texts. Readers demonstrate different behaviours
and attitudes towards different types of texts, depending on the social
context, nature, purpose and function of the reading itself. Beers (1996)
prefers to describe reluctant readers as:
- Dormant (they like to read but often do not make the time to do
it);
- Uncommitted (do not like to read but may read in the future); or
- Unmotivated (do not like to read and do not ever expect to change
their minds).
Avid readers reported becoming dormant occasionally, likewise dormant
readers moved out of this category when conditions were conducive, on
weekends, during school breaks and after completing major projects.
Beers argues that the same activities that encourage readers in fact
discourage non-readers, intimidating them and confirming their negative
feelings. Uncommitted and unmotivated readers regard reading as a skill,
rather than a pleasurable activity. For many of these students the words
simply do not form images in their mind.
Why boys? Examining the current research
The NSW inquiry into boys' education and the resulting O'Doherty
report (1995) identified various ways boys were significantly over-represented
in special language and reading classes. For example, three times more
boys than girls were receiving special assistance in New South Wales'
schools for reading. Some researchers account for this discrepancy by
identifying and defining behaviours associated with learning difficulties.
Girls with learning difficulties are more likely to react with anxiety
and withdrawal and boys are more likely to act with aggression. (Stone
& La Greca in Robinson 1997). The associated school behaviour problems
in boys are more likely to lead to identification and referral.
Mapping literacy achievement: results of the 1996 National School
English Literacy Survey (Masters, Foster & the Australian Council
for Educational Research 1997) resulted in the first national map of
functional literacy achievement. Earlier functional literacy surveys
had a more limited scope and were designed to gather data about the
percentage of students unable to satisfy minimal levels of competence
in reading comprehension. The 1996 study, in contrast, sampled Year
3 and Year 5 students and analysed and reported from different perspectives
to provide a more informative picture of functional literacy achievement
in Australian schools. Girls outperformed boys in each aspect of functional
literacy - writing, reading, viewing, speaking and listening.
High/low interest levels
An examination of the results of Asher and Markell's research (1974)
casts an interesting perspective on these test results. Using the entire
Year 5 population of an Illinois school (87 students), they found that
generalisations about the inferior reading performance of boys needed
qualification. When boys were interested in the reading material, they
read as well as girls. Boys' performance seems to have been facilitated
by the high interest material, while girls comprehended nearly as much
of the low interest material as the high. Two possible explanations
for this phenomenon present themselves: if reading is seen as sex appropriate
for girls and sex inappropriate for boys, boys may require the additional
incentive of high interest material. An alternate explanation is that
girls may have a greater familiarity with vocabulary. This study seems
to indicate that some achievement tests may not provide the type of
material that encourages boys to demonstrate their abilities.
Understanding the nature versus nurture controversy
Some commentators have tried to explain the perceived differences between
the reading habits of girls and boys by generalising about the nature
of each sex. They emphasise the need for boys to be active and the popularity
of diversions such as computer games and sport as contributing to boys'
reluctance to read. Conversely teachers have observed that many busy,
sporty boys do enjoy books and many non-sporting boys avoid reading.
It appears that this generalisation can not be universally applied.
Anderson, Wilson and Fielding (1998) found that contrary to popular
opinion, bookworms tend to be active children.
Author James Maloney is critical of the nature viewpoint and
recognises that boys' interest in reading tends to go through phases.
Some boys are avid readers throughout childhood and young adult years;
others discover books at a relatively late age. Maloney argues that
fathers and other significant male role models should promote reading
as a legitimate activity. It should not always be the mother that is
always reading to children - 'fathers have to get in on the act' (Maloney
in Donaghy 1999: 12).
Wheeler (in Langerman 1990) interviewed a number of mothers of fourth
grade boys, concerned by their sons' decreased interest in reading.
It became evident that in fact, these boys were reading as much as before
- they were reading different types of materials, such as newspapers,
baseball cards, magazines and manuals. These mothers were actually observing
their sons being socialised to a male form of literacy, and the real
concern was that this was different to the mothers' concept of literacy.
Rethinking the idea of a good read
We need to ensure that the observation boys don't read really
does not translate as boys don't read what we want them to read.
Maloney (1997) argues that boys are not interested in examining relationships
and subtle emotions. They do not want such guff to get in the way of
a good story. However, 'a well written novel, the kind of book we would
like boys to read, is judged by us to be well written because it features
such an emotional range and the exploration of relationships between
the characters' (Maloney 1997: 5). Parry takes the view that educators
all too frequently pass over a book that looks a little iffy and select
for all the wrong reasons - cheating boys out of the books they want
to read' (1996: 58).
The attraction of series books
Many parents, teachers and teacher librarians express doubt about the
value of series books. For many children, collecting, borrowing and
reading series books is cool. Children influenced by trends and fashion
will attempt to read books with a complexity above their actual reading
ability. Series books often provide security for less confident and
able readers by having predictable themes and familiar characters. Students
usually are able to move on to other works by the same author, or those
of a similar genre. Mackey (1990: 488) recognises that series books
provide practice in 'the process of making patterns, putting stories
together, extrapolating and confirming (and) may be providing a crucial
step towards more substantial reading.' The teacher librarian needs
to work with a child's interests, rather than impose their own ideas
of what constitutes quality literature.
The fascination for comics
Some educators have called comics sub-literature, although they are
frequently listed as preferred reading material by students identified
as reluctant readers. A 1996 study by Ujiie and Krashen (in Krashen
1998) found that boys are much more avid comic readers than are girls.
For boys in this study, more comic book reading was associated with
more pleasure reading, more reading enjoyment and more book reading.
Some teachers have used comic materials in the classroom with remarkable
results observed for reluctant and at risk readers. The blend of pictures
and text assists students to visualise and construct meaning.
Non-fiction vs fiction
Colman (in Steinberger 1999: 17) contends that 'in order to write both
fiction and non-fiction, it is necessary to employ the same literary
techniques and to pay close attention to the narrative, structure, point
of view, language, syntax, sequence, pace, tone and voice.' The Children's
Reading Choices Project (Hall & Coles 1995) found that very few children
(2.8%) read only non-fiction, but 78% of those who did were boys. This
finding contradicts popular opinion that boys are turning away from
fiction to an exclusive diet of non-fiction. Children of both sexes
in the 10, 12 and 14 years age groups, predominantly read fiction, with
the most popular genre amongst both boys and girls being adventure stories.
Girls choose more romances, horror/ghost, school and poetry books. Boys
choose more science fiction, comedy, sports and war/spy books.
Implications for the teacher, teacher librarian and the school library:
providing opportunity, choice and access
Promoting free reading opportunities
Worthy (1196) suggests that many teachers do not adhere to the suggested
guidelines for this practice, and then claim it is not successful. Free
reading time needs to be regularly scheduled so students can become
involved in books. The teacher needs to provide a model by reading along
with students rather than using this time for classroom administration
or marking. Teachers need to encourage students to share books with
each other; this fosters the idea that free reading time is a time of
enjoyment rather than an assignment. Making students develop book reports
on material they read for pleasure 'may be sending a subtle message
that reading is not worth doing for its own sake'. (Worthy 1996: 491).
There is a need for teacher librarians to share their expertise and
knowledge about students' interests and popular reading materials, and
for teachers to provide the opportunities for students to pursue their
interests.
The need to validate student choices
Educators recognise that discussions based on teacher chosen books
are an important part of the curriculum, however promoting talk and
exchange on student recreational choices has been found to be important
in the development of reading motivation (Morrow & Weinstein 1986; Worthy
1998). To validate recreational reading, Spencer (1991) initiated a
daily reading workshop program with Year 9 students, inclusive of those
with recognised learning disabilities, and those recognised as gifted
and talented. Spencer's findings are significant for educators considering
developing a reading program:
- Students, like adults, want to share favourite books and authors;
- High school children like to be read aloud to and enjoy reading
aloud themselves;
- Student readers benefit from forming related tracks in reading,
rather than isolated, random choices;
- Students learn from the opportunity to abandon a book; and
- Limited demands encourage voluntary journaling and more productive
interaction with text.
It is probable that in some schools the process of legitimising recreational
reading and encouraging student preferred material such as horror, series
books, comics and magazines will encounter opposition from some parents,
members of the community and staff. The teacher librarian needs to be
proactive and maintain that free choice reading is supplementary to
the instructional curriculum. A significant body of evidence supports
the value of listening to students' opinions. Encouraging student choice
leads to better attitudes toward reading and learning. Evidence also
indicated that students' personal preferences are not necessarily static
and can be encouraged and broadened, with students valuing teacher recommendations
and assistance in selecting books if the teacher displays genuine interest
in the materials (Worthy 1998).
Strategies that work with reluctant readers
- Include newspapers, comics and magazines catering for student interests
in areas such as sport, computers and hobbies in the school library.
- Give students some degree of ownership and choice in the school
library by encouraging students to assist in the selection of material
from book displays and bookshops.
- Enable students to become familiar with the authors themselves through
authors' visits or videos.
- Provide multiple copies of popular books such as Where's Wally,
jokes and riddles, film novelisations, horror and action stories,
so students are not discouraged from borrowing if their preferred
choice is already on loan.
- Recognise the importance of student interaction and provide opportunities
for students to talk about their recreational reading choices.
- Locate leaders amongst groups of boys to win over. These boys can
be encouraged to help sell books to their peers.
- Use teachers, members of the community, local sports figures as
role models to promote reading and books.
- Make the school library an inviting place to visit. The teacher
librarian can involve students in organising displays and art activities
around books. These activities help reluctant readers make abstract
words concrete and enable a visual connection with a book.
- Encourage parents, particularly fathers, to recognise their critical
role in the development of early literacy with their children and
providing a role model for reading practice.
- Cooperate and plan with teachers to ensure a wide range of interesting
and varied material for unit studies is selected.
Conclusion
Educators need to find ways to mesh students' recreational interests
with the instructional curriculum and give it meaning, interest and
purpose for all students. Further Australian research into the influence
of male role models on the reading habits of boys may serve to highlight
the importance of early positive reading experiences on students' future
attitudes to reading. Research into the concept of the reluctant reader
needs to be ongoing; with functional literacy acquisition underpinning
the development of an individual's information literacy and thus subsequent
success in operating fully in today's world.
Lyn Pritchard
Lyn is a teacher librarian in Maitland, NSW district, having gained
her MappSc (Teacher Librarianship) in 1999. After an eleven-year break
from teaching, she recommenced casual teaching in 1996. Lyn's interest
in issues surrounding boys and literacy stemmed from her teaching of
evening classes at TAFE in adult literacy and numeracy, of which her
students were predominantly male.