The New Scholastic Research Results: a flashback to my dissertation

Earlier today, the Bookseller reported on the findings of the new Scholastic Kids and Family Reading Report (4th edition). It’s a report that’s been conducted since 2006, based on a survey of adults and children in the US (1,074 children between 6 and 17 in this one), giving useful insight into reading habits and trends.

The results didn’t really come as a surprise to me, having read their previous reports from the last few years, but some of the statistics are of interest – especially those concerning rates of reading for pleasure. It’s an area of interest to me, having spent so much of my time looking into it during research for my MA dissertation last year.

E-books

The report seemed to primarily focus on e-books:

  • Although there was a sharp rise in the amount of children who had read an e-book (46% of children in this study as opposed to 25% of children in their 2010 study), 80% of the children still did most of their reading from print books.
  • The main time a print book came across as preferable to an e-book was at bedtime and for reading along with friends, whereas e-books were seen as useful for reading when travelling or when they didn’t want friends knowing what they were reading.

Of interest to me, was that 21% of the children who had access to e-books said that they were now reading more books for pleasure. Moreover, the report found that ‘half of children age 9–17 say they would read more books for fun if they had greater access to e-books – a 50% increase since 2010’. Does this point to e-books being directly beneficial for encouraging increased reading for pleasure in children?

Reading for pleasure

New scholastic research However, the number of children in the survey who read for pleasure between 5-7 times a week (considered to be ‘frequent readers’) decreased from 37% in their 2010 survey to 34% in this recent survey. Although not a huge decrease, it is still notable that there continues to be a decrease at all.

There can be many reasons for this. In fact, it was one of the key areas for my MA research. The reasons for the amount of time (or lack thereof) a child spends reading for pleasure are vast – and are partly believed to be based on children’s perceptions of reading – such as the importance they place on reading for pleasure. It can be due to parental influence (e.g. whether their parents visibly read or not); access to books (e.g. money to buy books); time (e.g. versus time spent doing homework); competitive media (e.g. leisure time spent playing video games, on computers, watching TV) and much more.

The additional finding that younger children are more likely to read for pleasure than those in the older age bracket is not new. In fact, this is known to be around the difficult ‘transition’ age, where children move from primary to high school and adjust their reading preferences – sometimes finding it difficult to move from one age level of literature to another. But, again, there are also many other reasons why children’s interest in reading for pleasure declines with age.

A potential link? The focus of my work…

In their previous reports, they found that children’s use of media – including social media – increased with age, documenting this right through from 6 to 17 years old. But, in this report, they only seem to have reported on the 12 to 17 year age-range. Still, the increase is there.

In my work, I noticed that the previous reports (as well as reports by the National Literacy Trust in the UK), documented this rate of reading for pleasure decreasing with age whilst the rate of other media consumption increased (e.g. social media, playing games, using a mobile phone). I therefore began wondering whether there might be a way to tackle this potential link…

This is what led to me coming up with the idea of a platform that would utilise children’s growing interests in other media to engage them with reading for pleasure after the age of 8. I looked into what drew them to this other media, and found another potential link between the importance placed by children on social interaction as they grew older and the other media they were using. I conducted research for my platform concept with children across libraries and schools and came up with some interesting results – with an extremely enthusiastic audience reaction to my concept. The research is now being used by The Reading Agency as they develop a similar model.

Importance

Scholastic’s research was instrumental in me putting two and two together to come up with this idea, which I hope will be of some use. Reading for pleasure is directly linked with literacy and academic achievement and also has an influence on a person’s economic and social wellbeing, so efforts to promote it are of paramount importance. Such reports by Scholastic, as well as such bodies as the National Literacy Trust, are of use to everyone involved in the effort to improve literacy rates in the UK and abroad – whether it achieves a deeper understanding of the issues or provides new ideas for tackling them. However, with this new survey documenting an increase in the number of parents concerned about the time their children spend reading for pleasure (up to 47% from 36% in 2010), it’s clear that much more still needs to be done…

Read the full report here: http://mediaroom.scholastic.com/kfrr

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