This study was conducted to determine the reading pleasure of junior high school students through four indicators. The research was conducted with a total sample of 281 students from grades VII, ...VIII, and IX in junior high schools. The sampling technique used was purposive sampling. The research design used is an explanatory design. The quantitative instrument in the form of a reading pleasure instrument consists of 40 statements, while the qualitative instrument is in the form of interviews with ten students, four teachers, and two heads of the library. The data collection technique was carried out by survey (field research). The results of this study indicate that the indicators of general attitudes towards reading are on a neutral scale, the indicators of reading preferences are on a neutral scale, the indicators of the effects of reading on ability are on the agreeing scale, the indicators of students' negative views on reading are on the disagree scale. The results of interviews with the teacher can be seen that the teacher has reminded students always to read books other than in face-to-face activities in class, then the results of interviews with the head of the library can be seen that junior high school students have high enthusiasm for reading and borrowing books in the library, the results of interviews with male students and female students show that female students have better reading pleasure than male.
In transferring the concept of flow to the context of fiction reading a new approach to understanding the evolvement of reading pleasure is provided. This study presents the Reading Flow Short Scale ...(RFSS), the first reading-specific flow measurement tool. The RFSS was applied to 229 readers via online survey after 20 min of reading in self-selected novels. In a systematic analysis of psychometric properties, the RFSS' factorial structure, reliability, and associations with theoretically related constructs were examined. As expected, the RFSS showed a two-factor structure, positive correlations with variables related to reading pleasure and flow, and an inverted U-shaped association with perceived fit between reader skills and text challenge. Comparisons of confirmatory factor analysis model confirmed that RFSS items loaded on different latent variables than items assessing other narrative engagement concepts, namely presence, identification, suspense, and cognitive mastery, and hence distinctly capture flow states in fiction reading. In sum, our findings indicate that the RFSS is a useful instrument for assessing flow states in fiction reading, thereby enriching the portfolio of measurement instruments in reading research.
The present study proposes that flow is not only a key predictor of the pleasures of reading narratives but also modulates other important dimensions of the fiction reading experience, such as a ...sense of being present in the story world, identification with protagonists, feelings of suspense, cognitive involvement with the story, and text comprehension. All of these aspects, which until now have mostly been investigated separately, were assessed online for 373 participants after they read a chapter of Homer's The Odyssey. To measure flow, we administered an extended and revised reading-specific flow scale, which showed adequate factorial structure, good reliability estimates, and theoretically expected associations with flow-related constructs and criteria. Despite rather high intercorrelations, confirmatory factor analyses demonstrated that flow, presence, identification, suspense, and cognitive involvement constituted distinguishable dimensions within the fiction reading experience. Structural equation modeling further provided evidence that flow can be a key component in this experience. Specifically, it revealed positive effects of flow on presence, identification, suspense, reading pleasure, and text comprehension. Model comparisons supported the role of flow as a mediator and catalyst for other positive reading dimensions. Moreover, pruned models suggested that flow together with suspense increased the model's predictive validity by serving as a suppressor variable. Although, to date, the concept of flow has played only a minor role in research on fiction reading, our results suggest that it deserves being integrated into future theoretical frameworks and empirical investigations of positive reading experiences.
In view of the dire state of literacy levels in South Africa and the fact that few literacy programmes provide research reports to evaluate best practices and effectivity, this article reports on the ...evaluation of a literacy project. The project, inspired by two children, is referred to as the Zoë-reading aloud project and targeted children in and around Upington in the Northern Cape, South Africa. The project was set up according to acknowledged reading promotion principles and it was structured to collect detailed data. Qualitative and quantitative data collection methods were used and a selection of methods provided reliability. The findings of the analysis of a collection of data for a period of 15 months revealed the best practices of the project. It highlights, for example, the need for financial assistance and challenges the concept of family literacy in low-literate and poor communities.
This paper investigates the correlation between comprehension and pleasure in a reading task. While comprehension is defined here within a spatial dimension, including the reader’s ability to relate ...the text being read to other texts, pleasure is seen as the reader’s reaction to the text, in a more temporal perspective. To test the hypotheses that there is a positive correlation between them, 67 students from 5th grade to university level were asked to read a text and answer a comprehension/reaction questionnaire. The results showed that there is a positive correlation between comprehension and pleasure. Aspects involving intertextuality, interest and previous knowledge are also discussed. This paper investigates the correlation between comprehension and pleasure in a reading task. While comprehension is defined here within a spatial dimension, including the reader’s ability to relate the text being read to other texts, pleasure is seen as the reader’s reaction to the text, in a more temporal perspective. To test the hypotheses that there is a positive correlation between them, 67 students from 5th grade to university level were asked to read a text and answer a comprehension/reaction questionnaire. The results showed that there is a positive correlation between comprehension and pleasure. Aspects involving intertextuality, interest and previous knowledge are also discussed.
Aspekte wat kinders se leesmotivering beïnvloed Lessing-Venter, Nandi; Snyman, Maritha
Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe,
12/2017, Letnik:
14, Številka:
3
Journal Article
Odprti dostop
In Suid-Afrika is daar ’n behoefte om ’n omgewing te skep waar kinders voortdurend gemotiveer word om te lees. Daar is vasgestel dat lees vir genot dikwels die vermiste element in ...geletterdheidsontwikkeling is. Daarbenewens is lees met begrip en vlotheid ’n ernstige probleem onder Suid-Afrikaanse leerders.Hierdie artikel vorm deel van ’n studie oor humor as motivering vir die teësinnige leser. Navorsing bevestig dat kinders (6- tot 12-jariges) se motivering ’n belangrike faktor in die leesproses is. Om leesmotivering effektief te ondersteun, is dit nuttig om die navorsing oor leesmotivering en -betrokkenheid te oorweeg.Aspects that influence children's reading motivationLiteracy is generally and conventionally defined as the ability to read and write at the level of skills required for effective communication. It is, however, a well-known fact that South African learners on average have such a low reading proficiency that more than 60% of them are not able to read fluently and with comprehension.This dire state of affairs has been confirmed by international and national reading surveys like The Progress in International Reading Literacy Study (Pirls 2011). In addition to the Pirls study, other national and international studies also confirm the poor reading proficiency of South African learners.
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