Aliteracy in the young New Zealand adolescent: An exploration of reading preferences, selection techniques and motivations for recreational reading.

Saunders, Linda Catherine (2012) Aliteracy in the young New Zealand adolescent: An exploration of reading preferences, selection techniques and motivations for recreational reading. DPhil thesis, St Mary's University College.

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Abstract

Aliteracy defines those who can read adequately but who choose not to read for their own interest and pleasure. Adolescent aliteracy is an international issue (OECD, 2000, 2010a). Dissonance between what schools and students consider as ‘engaging reading’ is widening (Ivey & Broadhuss, 2001; Wilheilm & Smith, 2002). Recent evidence of poor literature knowledge amongst teachers and pre-service teachers (Cremin, Mottram, Bearne, & Goodwin, 2008; Nathanson, Pruslow, & Levit, 2008) highlights the need for pragmatic ways to empower adolescent students to address aliteracy for themselves. The aim of this thesis was to explore the conceptual basis for adolescent aliteracy in the 11-13 year old age groups alongside pedagogy to support currently aliterate adolescents. A mixed methods approach used 8 sets of data to explore reading preferences, reading motivations and self-selection behaviours in a mixed and stratifed sample of currently aliterate students over 6 months. The tools were: a reading preference survey, a Title Recognition Test (Cunningham & Stanovich, 1991), the Motivations for Reading Questionnaire, (Wigfield, Guthrie, & McGough, 1996), library observations, student and teacher interviews, library borrowing records and summative reading scores. Data analysis included thematic analysis, multiple regressions, Chi squared, Wilcoxon signed-ranked tests and Spearman’s correlations. Media based titles, magazines and SMS texting were cited as the most popular reading choices. Avid, poor and currently aliterate adolescent readers had significantly distinct motivational and cognitive reading profiles. Exploratory results with a stratified sample of currently aliterate students suggest that taught self-selection strategies significantly increased motivation to read for challenge and for curiosity and decreased motivation to read for reasons of compliance. Amongst currently aliterate adolescents, results suggest significant interaction between reading identity, reading challenge, reading stamina and reading interest.

Item Type: Thesis (DPhil)
Uncontrolled Keywords: Aliteracy; Literacy; Adolescents; Reading; Reading preferences
Subjects: 300 Social sciences > 304 Factors affecting social behavior
300 Social sciences > 370 Education
400 Language > 428 Standard English usage
School/Department: School of Education, Theology and Leadership
Depositing User: Catherine O'Sullivan
Date Deposited: 10 Jul 2013 15:03
Last Modified: 11 Nov 2013 11:51
URI: http://research.stmarys.ac.uk/id/eprint/506

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