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This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits.

Reading is useful for gaining understanding, knowledge, and information. This study aimed to determine the effect of using photo comics media on reading interest and learning outcomes in elementary social studies subjects. This research is a quasi-experimental study with a Non-equivalent Pretest-Posttest Control Group Design. The subject of this study is elementary students at the fifth grade level. Data obtained through the implementation of direct learning to school by assessment using questionnaires and tests. Analysis of the data using the t-test. The results showed that the use of photo comics media has a significant positive effect on reading interest and student learning outcomes. This was evidenced after a positive change in asking students to read after being treated with photo comics media. In addition, student learning outcomes are satisfactory after integrating photo comic media in learning activities.

Due to pandemics, students carry out their studies from home. They have more leisure time and are freer to do activities. In such a condition, questioning students' commitment to reading to learn becomes relevant. The question is whether and to what extent the students do the reading activity, what they read, and whether their preferences are different based on their genders. This topic is inconclusively studied, especially in the context of EFL. Therefore, it seems important to conduct a study on this topic because the results might raise the effectiveness of teaching EFL. This study is a descriptive survey revealing students' reading preferences to spend their leisure time based on gender differences. The subjects are undergraduate EFL students aged 19-23 years who study at the English Department in Indonesia. The data were collected by a questionnaire consisting of closed and open items. The responses were tallied, calculated, and tabulated. The findings show that female respondents favored reading more than males. Both genders tend to prefer reading social media to spend their leisure time. Female respondents are more likely to read e-books, while male respondents are more into the printed books. They do extensive reading to get knowledge more than to get pleasure. Although they are EFL learners, they prefer reading the sources in their native language because it is more accessible than in the target language. The reasons underlying those findings and pedagogical implications are also described at the end of the article.

Background: In South Africa, and in many other African countries, official language-in-education policy supports the use of learners' primary language(s) in early schooling. In reality, texts in the language(s) of the former colonial power are dominant, with high-interest texts in languages familiar to young learners in short supply or non-existent. Where government education departments have begun to address this shortage, it is mainly by producing graded readers in the 'standard' variety of a language. Aim: The main aim of this paper is to demonstrate how quality texts can be provided in a wide range of African languages to stimulate children's interest in reading, across the African continent and beyond. Setting: The African Storybook (ASb) initiative of the South African Institute of Distance Education (Saide) aims to provide illustrated texts in local languages and language varieties that enable children to read for pleasure and for learning. This is done through a publishing model that makes these texts available, cost-effectively, as needed, by teachers, librarians and caregivers. Methods: Internal reports, external evaluations, two interviews with the initiative's co-ordinator and a review of selected texts on the ASb website provided data for analysis. Results: The analysis enabled reflection on the challenges faced and the successes achieved, identification of factors that have enabled many of the challenges to be addressed and finally consideration of what the initiative offers as a model for supporting literacy development in local languages. Conclusion: While the paper tells a story that includes elements of a cautionary tale, it is primarily a story that offers inspiration and guidance to other organisations already involved in, or wishing to embark on, the important project of providing texts for young readers in a wide range of languages.

Reading is not only limited to students in boundary wall institutions, where all individuals cannot access easily. People belongs to poor family backgrounds cannot reach to these institutions for learning and reading while reading is for all, for the better understanding of life. Reading has its value being a source of knowledge and every individual has a right to get knowledge. Book reading does not mean to read only course related books which students are bound to attend classes in boundary wall institutions for passing exams. It has various reading materials like magazine, story books, comic books, newspaper and general knowledge for broadening students' minds at all levels. Distance learner plan to increase their knowledge of these things at home or nearest to home places without the restrictions of boundary wall. Young students' engagement in reading is valuable in their future success. All distance learners in Bahawalpur region in year 2017 were the population of this study. Students participating in distance learning workshops were contacted. The students who were willing to participate in survey were selected as sample. Hence convenient sampling technique was used. Total 1100 students participated in the survey conducted in this regard. Data was collected through a questionnaire and correlation between facilities and reading interest was measured. It is found that students' interest is correlated with fathers' reading interest and available books at home or nearest place to their home. It is recommended that students may be provided with reading material at nearest place and parents should also show interest in reading so that children may follow them accordingly.

This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading behavior of 92 students in higher education. The results revealed that during first-pass regressive reading, nonrefutation-text readers, compared with refutation-text readers, read topic sentences longer, indicating the correct scientific information. Concluding sentences, summarizing the correct scientific information, were reread for longer by refutation-text readers. With increasing prior knowledge, refutation texts were read more slowly than nonrefutation texts during first-pass reading. A higher text-based interest increased rereading time in the refutation text and decreased rereading time in the nonrefutation text. This study advances present knowledge in the field by demonstrating that the interaction between text and reader characteristics affects attention allocation in reading and comprehension.

Extensive reading (ER) is a research and theory-supported approach for language and reading development in an additional language, yet its implementation is limited, particularly in English-dominant contexts. This article addresses many of the uncertainties and perceived obstacles to adding ER to a language curriculum. After reviewing relevant aspects of L2 learning in general, L2 reading more specifically, and the compelling results of recent research on ER itself, the author provides suggestions regarding the implementation of ER. These include addressing issues of the teacher's role, ER materials, and assessment.

The comparative effectiveness of graphic novels, heavily illustrated novels, and traditional novels as reading teaching tools has been sparsely researched. During the 2011-2012 school year, 24 mixed-ability fifth grade students chose to read six novels: two traditional novels, two highly illustrated novels and two graphic novels. Students participated in discussion groups structured with thinking skills, and completed assignments during and after reading the books. Student comprehension and enjoyment were measured by rubric-graded assignments and rating scales. The numbers of student responses during discussions per type of novel were tabulated. The graphic novel received the highest scores in all categories. The researchers conclude that graphic novels be considered an engaging and effective method of teaching reading to fifth graders.

Reading interests is important in enhancing students' success in school and out of it. Hence, students need to have high reading interests. The purpose of this study was to identify students' reading interests in reading second language materials and to examine the differences in students' reading interests based on genders. This study was carried out among 86 Form Four students in Kuala Terengganu with simple random sampling using a 6-item questionnaire adapted and adopted from Marrero (2009). Data were analysed as well as presented in the form of frequency, means, standard deviation and independent t-test. From this study, it is found that students have relatively low interests in reading English materials and that there is a significant difference between male and female students. From these findings, it can be suggested that stakeholders should take action with regards to developing and enhancing male students' reading interests. It is hoped that the finding of this study would enlighten the relevant literature of the area.

Extensive reading motivates learners to read a large number of texts on a wide range of topics because the students themselves select the reading material based upon its relevance to their interests, knowledge, and experience. Students read texts that match their language level, and they choose the time and place to read. Extensive reading "is generally associated with reading large amounts with the aim of getting an overall understanding of the material." In other words, the purpose is to get the main idea of the text rather than a complete, detailed understanding of every grammatical, thematic, and discourse element, as would be done with "intensive reading" tasks. Extensive reading allows students to find pleasure in reading as they gain a general understanding of literary ideas, learn reading strategies, acquire new vocabulary, and increase their English proficiency. Since students read a large amount of material both inside and outside of the classroom, it is important for the teacher to make the objectives clear and properly monitor the students' progress. This includes knowing how to make reading interesting for students and also what assignments and assessment procedures contribute to a successful reading project. This article discusses the rationale for using extensive reading of literary texts in the English as a Foreign Language (EFL) classroom and describes how to integrate writing tasks with a reading project by using a "reading log" (also known as a reading journal, a response journal, or a reading diary) for pre-, during-, and post-reading activities. Finally, the author describes assessment procedures for the combined reading and writing tasks. (Contains 1 table.)

There is a need to promote growth past basic reading proficiency toward the more substantial idea of reading maturity. The reading maturity construct has a history of being valued, at least in principle. However, it is a complex construct, and this makes its measurement challenging. The present research study addressed aspects of this challenge by using data collected from an instrument called "The Reading Maturity Survey," administered twice to 382 college students, to help validate the instrument and to add one piece of validation evidence to the internal structure of the reading maturity construct. Structural equation modeling (SEM) was used to identify the latent literacy constructs and to examine the relationships between these constructs. The findings contribute to further psychometric validation of "The Reading Maturity Survey," and add one new piece of quantitative evidence supporting the theory-based construct of reading maturity. Because this study provides some preliminary evidence of viable ways to both measure and define this construct, our hope is that the findings would move the reading field one step closer to being able to better recognize an overarching unified construct of reading maturity, perhaps eventually (re)establishing it as a goal that literacy education could pursue.

Career and technical education (CTE) is emerging as a reading content area similar to other academic areas such as social studies, math and science. The primary reason for this is that CTE is more integrated with academic subjects. This trend is prompting CTE teachers to become more active in supporting their students' reading through their CTE subject area. CTE teachers are perfectly positioned to motivate their students to read because they offer learning that is interesting and practical, and this contextual learning can serve as a vehicle for bolstering students' understanding of academic subjects. In this article, the author aims to explain the emerging role of CTE in reading, and to offer direction for CTE teachers to support their students' reading interest and ability.

Since the early 2010s, there has been a proliferation of new platforms for children's stories (e.g. storybook apps or iBooks), but not necessarily greater diversity of story content or children's greater interest in reading. This article argues for a new approach to address the apparent paradox of a wider availability of children's literature combined with children's eroded reading interest. The issue is suggested to be addressed by considering the agency and aesthetic dimensions which lie at the heart of personalisation theory. Translating agency into reading practice means establishing children's early authoring, which can result in an eclectic approach to content and increased reading motivation, as long as children's aesthetic choices are fully supported. However, it is also argued that early authoring should not be conflated with achieving an overly child-centred literature, which would ignore the reciprocity dimension of community and society relations. Digital book-making is suggested to offer original concepts which might provide an alternative approach for future work in the area of early authoring.

The purpose of this study was to investigate the differences between the amounts of time that U.S. and Chilean students spend on conventional academic reading, extracurricular reading, and Facebook and also to report the types of materials they prefer to read. The study surveyed students in the United States (n = 1,265) and Chile (n = 2,076) across all discipline areas. Descriptive analysis indicated that U.S. students spent 4.94 hours on academic reading, 4.17 hours on extracurricular reading, and 16.40 hours on Facebook weekly. For Chilean students, the figures were 13.17 hours, 3.07 hours, and 14.00 hours, respectively. The results indicated that for both U.S. and Chilean participants, online reading materials were the most popular type of material, followed by magazines/newspapers, graphic novels/comic books, best-selling novels, and nonmajor academic books (books on topics outside the student's major subject in conventional print format). Due to the impact of the Internet on reading resources, students' reading patterns today are different from how they were in the past. College students' reading practices have moved to different venues with the advent of Internet technology, and the modality has migrated to online reading. Specifically, social media sites (e.g., Facebook) provide social accessibility to academic contexts that constitute students' learning experiences and shape their identities.

This study employed a triangulated mixed method to investigate reading motivation of Chinese middle school students in Taiwan. A total of 247 seventh grade students (122 boys and 125 girls) participated voluntarily by completing the Chinese Motivation for Research Questionnaire (CMRQ). Sixteen of the 247 students were purposely selected to participate in the semistructured interviews and classroom observations over the course of the month. A multiple linear regress, a zero-order correlation statistical analysis, and content analyses showed high-achieving students placed greater value on grades and social recognition than low-achieving students. Motivation was enhanced by utilizing materials associated with interests. (Contains 4 tables.)

This study explored English teachers' perspectives on the influences on their print text choices for study by Year 8, 9 and 10 students at three Christian schools in Perth, Western Australia (WA). A multiple-site case study was used to understand the phenomenon. Three teachers were selected at each school and data were collected through qualitative interviews and teaching documents. Data was inductively analysed using within and cross-case analysis. The study identified three overarching influences on English teachers' choices of print texts: student engagement, school context and teachers' beliefs. Mandated curriculum documents were found to have minimal influence on their choices.

This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance students' vocabulary development and reading comprehension. The article stresses the importance of what classroom teachers can learn from listening to young adolescents, including struggling readers and English Language Learners, and what they have to say about their reading interests and utilizing such books as a visual support to engage them in the reading process.

Within the context of the increasing attention to reading in educational contexts around the globe, this study uses a semistructured interview to explore 93 Jordanian preservice teachers' perceptions of instructional practices for developing young children's interest in reading. The participants reported on 7 major teacher practices they perceive as instrumental in developing young children's interest in reading. These relate to teaching and learning settings, designing reading materials, establishing a classroom library, making use of the local library, using reinforcement, establishing good relationships with parents, and using information and communication technology as a teaching/learning resource. Based on these findings, several implications for professional practice, professional development, and future research are put forth. (Contains 1 note.)

The reading patterns and habits of young and old are changing as reading migrates from the printed page to the computer screen. Now, new forms of expression such as remixes and mash-ups are emerging from interactive digital environments. How can school librarians help students read with understanding in dynamic digital environments? How can they anticipate the help young people need to successfully negotiate new forms of reading? Examining current reading practices--and the underlying research-based beliefs that may or may not guide those practices--can not only help improve work today, but it can also help create future practices. But are current practices working? Some beliefs are mythical, while others are based on research. How can one tell the difference? This article presents the seven most prevalent beliefs about reading examined in the light of previous research.

Ironically, adults control most of the world of children's literature: adults write the books; adults choose which books to publish; adults review the books, adults bestow the awards on books and adults purchase the books for bookstores, libraries, and their children. In this paradigm of adult control, children's opinions are often overlooked. The goal of this paper is to review the current literature on reader preferences, with the intent of understanding the intersection of the children, adults, and publishing constituencies. We hope this article will support teachers in engaging students with reading materials that will match their interests. (Contains 2 figures.)

Educators know that an achievement gap exists between students of low-income and middle-income families, a gap that is especially evident in fourth grade and beyond. This essay explores issues related to this gap, including primary-level children being immersed in narrative text and, therefore, unprepared for the challenges of informational text and content-specific vocabulary; lack of available material children are interested in reading; and limited reading opportunities created by a focus on high-stakes, test-preparation regimens.

"In an age when browsing the net, playing with funky handsets and passing non-stop SMSs seem to be the order of the day, reading a book in a peaceful corner of a library has become an archaic idea for most people. While technology is slowly taking a steady control over individual lives, the reading habit is fast vanishing into thin air"(The Hindu, 2004:1). The achievement of quality basic education in all countries in Africa call for development of good reading habits of both the children and the adult. This will change the stigma already associated with Africa as a continent with a "Poor Reading Culture". This study examined children's reading habits and the availability of books in Botswana primary schools and considers its implications on the achievement of quality basic education in the country. One hundred and fifty (150) primary school pupils were randomly drawn from ten (10) schools and ten teachers, one from each school were interviewed in two Botswana cities i.e. Gaborone and Francistown. Participants were mainly drawn from standards 6 and 7. Their ages ranged from 10-13 years with a mean of 11.5 years. A modified questionnaire, "Children Reading Habits/Books Availability Scale" with r = 0.79 cronbach alpha was used to gather data. Six research questions were developed to guide the study, and the results indicate the following: Botswana primary school pupils do not have a good reading habits and have a culture with only 36.7% of them reading on a daily basis; and that of these, most read only textbooks just for the purpose of passing examinations. Those Botswana children (53.3%) read only for 1-2 hours daily; while it was also evident that some even read less than an hour per day. Results further showed that no difference was observed in the perception of Botswana pupils about the availability and accessibility of reading materials in their various schools. Furthermore, it was revealed that the pupils depend largely on the notes given by their teachers as the major source of reading material based on inadequate availability of books. Inadequate book availability, lack of interesting children's literature, and watching television are identified as factors hindering pupils from developing reading habits. Furnishing primary schools libraries in the country with recent books, getting parents to develop an interest in reading for their children to emulate coupled with the idea that children's literature should be made available in all primary schools constitute the major suggestions as measures to overcome the problem so that the achievement of quality basic education in the country would not be a mirage. Recommendations based on the results of the study for parents, teachers, schools, mass media and the government are highlighted.

The Chinese people have great regard for those who read widely, yet little is known of the extracurricular reading behaviors of Chinese students. This study drew on data from two national surveys to investigate the amount of time Taiwanese college students spend on extracurricular reading. Findings are interpreted in relation to prior research on the reading habits of college students internationally. The study found that: (1) Female students on average did not spend more time on extracurricular reading than males; (2) Students from public institutions, who generally have higher academic competence, did not spend more time reading than students from private institutions; (3) Education majors spent the least time on extracurricular reading; (4) Newspapers, magazines, and bestsellers were the most popular reading materials, but manga (graphic novels) had medium popularity; and (5) Crosscultural differences might have an impact on the amount of time spent reading and on reading interests. (Contains 1 figure and 4 tables.)