Zareashkezari, Manzarsadat (2020) Stories of Reading: Are Recollections of Reading Instruction Related to Current Print Exposure? Masters thesis, Concordia University.
Preview |
Text (application/pdf)
1MBZareashkezari_MA_S2021.pdf - Accepted Version Available under License Spectrum Terms of Access. |
Abstract
Children’s reading skills during the early years of schooling are positively correlated to the amount of leisure reading they engage in later in life. It therefore goes to reason that these early experiences with print may impact how individuals later view themselves as “readers.” However, the relationship between adults’ memories of reading during their elementary and high school years and their present-day reading habits has not been systematically examined. Here, I investigated the association between recollections of past reading experiences and reading habits into adulthood among 67 adults. Participants completed an online survey, including three written prompts that asked about their memories of reading during: a) early childhood, b) elementary school, and c) high school. There was also a prompt that asked participants to describe their current reading habits. Participants also completed an Author Recognition Test (ART) to assess their current print exposure, and two questionnaires asking about the frequency of classroom activities during elementary and high school. Results of the Kendall’s Tau correlation showed a significant positive relationship between favourable memories of reading during school years (including those involved in classroom activities), and enthusiastic present-day reading habits. Furthermore, only unfavourable memories of reading during high school were associated with unenthusiastic present-day reading habits. Findings highlight the importance of increasing teachers’ knowledge about the benefits of creating positive memories of reading during school years, and the ways they can create such memories in their classroom by adopting motivational teaching strategies.
| Divisions: | Concordia University > Faculty of Arts and Science > Education |
|---|---|
| Item Type: | Thesis (Masters) |
| Authors: | Zareashkezari, Manzarsadat |
| Institution: | Concordia University |
| Degree Name: | M.A. |
| Program: | Child Studies |
| Date: | 10 December 2020 |
| Thesis Supervisor(s): | Martin-Chang, Prof. Sandra |
| Keywords: | Recollections of Reading Instruction, Print Exposure, Matthew Effect, Classroom Practices, Recreational Reading Habits |
| ID Code: | 988048 |
| Deposited By: | Manzarsadat Zareashkezari |
| Deposited On: | 29 Jun 2021 20:55 |
| Last Modified: | 29 Jun 2021 20:55 |
References:
Applegate, A. J., & Applegate, M. D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57, 554-563. JSTOR, www.jstor.org/stable/20205399.Applegate, A. J., Applegate, M. D., Mercantini, M. A., McGeehan, C. M., Cobb, J. B., DeBoy, J. R., Modla, V. B., & Lewinski, K. E. (2014). The Peter effect revisited: Reading habits and attitudes of college students. Literacy Research and Instruction, 53, 188–204. https://doi.org/10.1080/19388071.2014.898719
Bergen, E., Snowling, M. J., Zeeuw, E. L., Beijsterveldt, C. E. M., Dolan, C. V., & Boomsma, D. I. (2018). Why do children read more? The influence of reading ability on voluntary reading practices. Journal of Child Psychology and Psychiatry, 59, 1205–1214. https://doi.org/10.1111/jcpp.12910
Bergen, E. van, Vasalampi, K., & Torppa, M. (2020). How are practice and performance related? Development of reading from age 5 to 15. Reading Research Quarterly, 0, 1–20. https://doi.org/10.1002/rrq.309
Carreker, S. H., Neuhaus, G. F., Swank, P. R., Johnson, P., Monfils, M. J., & Montemayor, M. L. (2007). Teachers with linguistically informed knowledge of reading subskills are associated with a Matthew effect in reading comprehension for monolingual and bilingual students. Reading Psychology, 28, 187–212. https://doi.org/10.1080/02702710601186456
Chall, J. S. (1983). Stages of reading development. McGraw-Hill
Chernoff, N. N. (2002, May 6). Memory vs. experience: Happiness is relative. APS Observer. https://www.psychologicalscience.org/observer/memory-vs-experience-happiness-is-relative
Cunningham, A. E., & Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733–740. https://doi.org/ 10.1037/0022-0663.82.4.733
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental psychology, 33, 934-945. https://doi.org/10.1037/0012-1649.33.6.934
Daisey, P. (2010). Secondary preservice teachers remember their favorite reading experiences: Insights and implications for content area instruction. Journal of Adolescent & Adult Literacy, 53, 678–687. https://doi.org/10.1598/JAAL.53.8.6
Daniels, H. (1994). Literature circles: Voice and choice in the student-centred classroom. Stenhouse.
Daniels, H. (2002). Literature circles: Voices and choices in book clubs and reading groups (2nd ed.). Stenhouse.
De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27, 1547–1565. https://doi.org/10.1007/s11145-014-9506-3
De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109, 232–252. https://doi.org/10.1080/00220671.2014.942032
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. https://doi.org/ 10.1207/S15327965PLI1104_01
Echols, L. D., West, R. F., Stanovich, K. E., & Zehr, K. S. (1996). Using children’s literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88, 296–304. https://doi.org/ 10.1037/0022-0663.88.2.296
Fisher, D., & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. The Reading Teacher, 72, 89–97. https://doi.org/10.1002/trtr.1691
Fletcher, J., Grimley, M., Greenwood, J., & Parkhill, F. (2012). Motivating and improving attitudes to reading in the final years of primary schooling in five New Zealand schools. Literacy, 46, 3–16. https://doi.org/10.1111/j.1741-4369.2011.00589.x
Kahneman, D. (2010, February). The riddle of experience vs. Memory. [Video]. TED Conferences.https://www.ted.com/talks/daniel_kahneman_the_riddle_of_experience_vs_memory
Kempe, C., Eriksson‐Gustavsson, A., & Samuelsson, S. (2011). Are there any Matthew effects in literacy and cognitive development? Scandinavian Journal of Educational Research, 55, 181–196. https://doi.org/10.1080/00313831.2011.554699
Kozak, S., & Martin‐Chang, S. (2019). Preservice teacher knowledge, print exposure, and planning for instruction. Reading Research Quarterly, 54, 323–338. https://doi.org/10.1002/rrq.240
Kuckartz, U. (2014): Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. 2. Auflage. Weinheim, Basel: Beltz Juventa. Limesurvey GmbH [An Open Source survey tool]. (2003). http://www.limesurvey.
Martin-Chang, S., Kozak, S., & Rossi, M. (2019). Time to read young adult fiction: Print exposure and linguistic correlates in adolescents. Reading and Writing. https://doi.org/10.1007/s11145-019-09987-y
McKool, S. S., & Gespass, S. (2009). Does Johnny’s reading teacher love to read? How teachers’ personal reading habits affect instructional practices. Literacy Research and Instruction, 48, 264–276. https://doi.org/10.1080/19388070802443700 Meltzer, H. (1930). Individual differences in forgetting pleasant and unpleasant experiences. Journal of Educational Psychology, 21(6), 399–409. https://doi.org/10.1037/h0073944
Merga, M. K. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59, 35–50. https://doi.org/10.1177/0004944114565115
Miller, R. (2015). Learning to love reading: A self-study on fostering students’ reading motivation in small groups. Studying Teacher Education, 11, 103–123. https://doi.org/10.1080/17425964.2015.1045771
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. https://doi.org/10.1037/a0021890
Nippold, M. A., Duthie, J. K., & Larsen, J. (2005). Literacy as a leisure activity: Free-time preferences of older children and young adolescents. Language Speech and Hearing Services in Schools, 36, 93. https://doi.org/10.1044/0161-1461(2005/009)
Redelmeier, D. A., & Kahneman, D. (1996). Patients’ memories of painful medical treatments: Real-time and retrospective evaluations of two minimally invasive procedures: Pain, 66, 3–8. https://doi.org/10.1016/0304-3959(96)02994-6
Sparks, R. L., Patton, J., & Murdoch, A. (2014). Early reading success and its relationship to reading achievement and reading volume: Replication of ‘10 years later.’ Reading and Writing, 27, 189–211. https://doi.org/10.1007/s11145-013-9439-2
Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. http://www.keithstanovich.com/Site/Research_on_Reading_files/RRQ86A.pdf
Stanovich, K. E., & Cunningham, A. E. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory & Cognition, 20, 51–68. https://doi.org/10.3758/BF03208254
Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402. https://doi.org/10.2307/747605 Stat Trek. (2020). Random Number Generator. Teach Yourself Statistics. https://stattrek.com/statistics/random-number-generator.aspx
Strijbosch, W., Mitas, O., van Gisbergen, M., Doicaru, M., Gelissen, J., & Bastiaansen, M. (2019). From experience to memory: On the robustness of the peak-and-end-rule for complex, heterogeneous experiences. Frontiers in Psychology, 10, 1705. https://doi.org/10.3389/fpsyg.2019.01705ers. 11.
Summers, K. (2013). Adult reading habits and preferences in relation to gender differences. Reference & User Services Quarterly, 52, 243–249. https://doi.org/10.5860/rusq.52.3.3319
Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M., Tolvanen, A., & Poikkeus, A. (2019). Leisure reading (but not any kind) and reading comprehension support each other—Alongitudinal study across grades 1 and 9. Child Development, 0, 1-25. https://doi.org/10.1111/cdev.13241
Tremblay, B., Rodrigues, M. L., & Martin-Chang, S. (2020). From storybooks to novels: A retrospective approach linking print exposure in childhood to adolescence. frontiers in psychology, 11, 571033. https://doi.org/10.3389/fpsyg.2020.571033
Twenge, J. M., Martin, G. N., & Spitzberg, B. H. (2019). Trends in U.S. Adolescents’ media use, 1976–2016: The rise of digital media, the decline of TV, and the (near) demise of print. Psychology of Popular Media Culture, 8, 329–345. https://doi.org/10.1037/ppm0000203
Woodford, H. (2016). Engaging young adolescents with reading. Literacy Learning: The Middle Years, 24, 43–54. https://www.questia.com/library/journal/1G1-458564957/engaging-young-adolescents-with-reading
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.
Repository Staff Only: item control page
Download Statistics
Download Statistics