Promoting reading 1
Gambrell (2011) Swedish National Agency for Educa
tion (2007) Students are more motivated to read when their reading tasks and activities are relevant to Conversations about the content of texts and students’ interpretations and experiences related their own lives. When students make connections to reading are not common. [---] The reading of between what they read and their own lives, they become more involved and engaged in understanding the text. literature to provide a perspective on students’ own experiences and the world around them is reported in only a few studies. Students are more motivated to read when they effect on the quality and extent of students’ reading experiences. Providing a rich variety of reading material communicates that reading is a valuable and worthwhile pursuit. Students are more motivated to read when they get plenty of time to read. Students are more motivated to read when they have the opportunity to choose what they will read. Students’ independent reading is often something outside their regular classroom activities, and its content is seldom discussed. For very young students, books are often supplied to them in boxes from the municipal library. Consequently, fiction books are selected by librarians, not by teachers who know their students and know what they are interested in, and what might challenge them. [---] The research shows that books are often poorly matched with students. Students are more motivated to read when they Conversations about the content of texts and have the opportunity to interact socially with each students’ interpretations and experiences related other around the text they have read. Social interaction includes talking to others about books, discussed. reading with others, borrowing and sharing books with others, talking about books with classmates, and sharing written texts about books with others. Students are more motivated to read when they have the opportunity to successfully tackle demanding texts. Here, it’s important to strike a The research shows […] that teachers generally lack knowledge about current literature for children and adolescents and fiction. [---] Studies balance between texts that are too difficult, where consistently show that many teachers lack the reader is likely to give up, and too lightweight, education and knowledge about current literature where the reader risks becoming bored. for children and adolescents, and about potential approaches to teaching literature. Students are more motivated to read when they are given incentives that reflect the value and importance of reading. In surveys, rewards related to reading have shown excellent results. No such practice is apparent from the report. to reading are not common. [--] content is seldom have access to a broad range of reading material. school are largely from textbooks and exercises in A broad range of genres and types of text, newspapers and Internet material has a positive The texts that students encounter for reading in textbooks, or exercise materials that the teacher has produced. 26