Contributing+Factors


 * Introduction ||= Reading Decline ||= Contributing Factors ||= Motivation to Read ||= Value of Graphic Novels ||= Studies ||= Conclusion ||= Resources ||= References ||

=
Worthy (1999) suggests that there is a distinct gap between what students prefer and what is provided and recommended in schools. Often what is found in school libraries does not match students' tastes in reading materials or interests and this is detrimental for all struggling, reluctant and skilled readers (Worthy, 1999; Beers, 2007; Bokhorst-Heng & Pereira, 2008). If there is a narrow selection of materials available to students, capturing their attention and engagement in reading will be difficult, as students will feel forced to read something outside of their interests, to obtain preferred materials themselves, or to not read at all (Worthy, 1999). While none of those options are desirable, students of low socio-economic status may not be able to purchase reading materials so they run the risk of not reading at all.=====

=
Perceptions of 'reading' and 'literacy' need to change. Students may actually do a lot of reading for personal enjoyment during the day that they are engaged in, but these forms may not be deemed acceptable reading or related in any way to academics. Facebook, email, magazines, comics, graphic novels, blogs and wikis are not considered as contributing to literacy skills, but they do. Teachers and librarians need to accept these forms of reading and value non-traditional forms of reading (Beers, 2007). Even students do not need to understand that the multiple literacies that they use are 'good' reading and contribute to their literacy skills (Pitcher, 2007).=====