Development of Students' Reading Interests — Presentation Detail — Celebration of Scholars

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Thomas Carr
Katherin Hilson
Kim Instenes
John Kirk
Sarah Terrill

Development of Students' Reading Interests

Name: Natalie Miller
Major: Elementary Education
Hometown: Johnsburg, Illinois
Faculty Sponsor: Jacqueline Easley
Other Sponsors:
Type of research: Independent research

Name: Kailyn Gebner
Major: Elementary/Special Education
Hometown: Naperville, Illinois
Faculty Sponsor: Jacqueline Easley
Other Sponsors:
Type of research: Independent research

Name: Elizabeth Wittenborg
Major: Elementary Education
Hometown: Bloomington, Minnesota
Faculty Sponsor: Jacqueline Easley
Other Sponsors:
Type of research: Independent research

Abstract

In the Fall of 2014, we conducted a survey on children in grades 1, 2, 4, and 8 to determine their personal reading interests. According to Stanovich (1986), students who choose to read for recreation increase their word knowledge as well as their critical thinking skills. Through this survey, we sought to discover whether a correlation existed between the students' interests in independent reading and their experiences with being read to at home. We uncovered a decline in reading interest as the students progressed through school, despite having been read to at home. Both male and female students consistently showed that they preferred reading as a hobby when they were younger compared to when they entered 8th grade. Furthermore, when students indicated that they did read books, it was usually when assigned by a teacher rather than for personal enjoyment. Despite this lack in reading as a recreational hobby, 83% of all students agreed that reading is an essential tool for success. With this information, we, as teacher candidates, are armed with reliable insight on students’ reading interests and can better adapt our classrooms to accommodate the various backgrounds of our students. The results of this survey allow us to consider the implications this information has on the processes required for fostering an enjoyment in reading for upper-elementary and middle school students.

Poster file

Submit date: March 13, 2015, 8:20 p.m.