Reading+Decline


 * Introduction ||= Reading Decline ||= Contributing Factors ||= Motivation to Read ||= Value of Graphic Novels ||= Studies ||= Conclusion ||= Resources ||= References ||
 * Not Reading**

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Young adolescents are not reading books as much they used to. There is a noticeable decline in student leisure reading and in increase in negative attitudes towards reading in general that begins in middle school and continues as students progress through high school (Snowball, 2005; Worthy, 1999; National Endowment for the Arts [NEA], 2004; Bokhorst-Heng & Pereira, 2008). Worthy (1999, p.12) even states that "middle school students are notorious for having negative attitudes toward reading and for limited voluntary reading". According to long-term reading assessment statistics from the NEA, leisure reading declined in all age groups from elementary to high school graduates and beyond from 1982 to 2002, with the most noticeable declines in adolescents and young adults.=====

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This decline in reading habits and attitudes involves struggling, reluctant and skilled readers alike and if the situation does not improve, we run the risk of leaving students unprepared for the reading needs of further academics and life (Snowball, 2005). "Reading ability is central to students' learning, to their success in school, and ultimately to their success in life" (Salinger, 2003, p. 79) and many students are falling behind in reading ability (Snowball, 2005). Worthy (1999) believes that remedial as well as skilled readers can lose ground academically if they don’t read in their free time. Bokhorst-Heng and Pereira (2008) found that even highly skilled readers can develop negative attitudes towards and become disinterested in reading, leading to a reluctance to read and possible reading difficulties.=====

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Reluctant readers differ from struggling readers in that they are able to read but do not have the desire or motivation to do so (Snowball, 2005). Clarke (2006, p.66) states that "being able to read does not necessarily mean being willing to read" and finds that in high schools, reluctance to read is a common occurrence. Reluctant readers tend to be extremely selective about their reading materials and need to connect with their reading more than other students (Snowball, 2005).=====

There appears to be a number of reasons for pre-adolescents and adolescents not reading as much for leisure any more. One reason may be that some students find reading too difficult and don't understand what they read. Often the structure of middle and high school class schedules does not allow for remedial reading assistance or for instruction of reading skills and these are rarely taught or reinforced in higher grades (Clarke, 2006). Struggling readers are those students who have difficulty decoding and understanding text, struggle to connect with text and who need assistance to develop their reading skills to build confidence and ability. These students do not read for pleasure because it is not a pleasurable experience for them (McVicker, 2007). Another reason may be that students in middle and high school feel that reading is a forced activity in which they have no choice and therefore difficulty engaging (Clarke, 2006). There is a great deal of pressure on teachers to cover content and students are often assigned text books and novels to read that students have little interest in, that may be too difficult or that may not have any relevance or meaning to students beyond the classroom. If reading is perceived as a 'have to' activity, hope of it becoming a 'want to' activity may be crushed. In much of the literature, students revealed that school reading was something they had to do and felt very disconnected from the material (Bokhorst-Heng & Pereira, 2008; Worthy, 1999; Pitcher et al., 2007). Such a lack of connection to or relevance of the reading material could be another reason for the reading decline. Whether the reading is academic or personal reader, interest in and connecting to the text is critical to students. A text has to mean something and relate to the student's experiences and knowledge in order for them to want to read (Beers, 2007). A fourth reason may simply be that students do not practice reading enough as they find other activities for their spare time. Facebook, video games, Internet, YouTube, sports and friends all vie for the young adolescents' attention. Reading, like any skill, must be practiced in order to reach proficiency. As Clarke (2006) points out, “the best way to become a better reader is to read frequently” and suggests 20 minutes a day. A lack of practice can lead to students becoming struggling readers who are unable to read at grade level.