Low-Income Elementary Students Access to Books & Reading Motivation

Autor/inn/en	Zucker, Tricia A.; Oh, Yoonkyung; Conradi Smith, Kristin; Baker-Finck, Julie
Titel	Low-Income Elementary Students Access to Books & Reading Motivation
Quelle	In: Reading Psychology, 43 (2022) 3-4, S.250-276 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zucker, Tricia A.) ORCID (Oh, Yoonkyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2094040
Schlagwörter	Low Income Students; Economically Disadvantaged; Books; Family Environment; Validity; Reading Motivation; Program Descriptions; Grade 3; Grade 4; Grade 5; Elementary School Students; Preferences; Literary Genres; Student Attitudes; Reading Habits; Urban Areas; Poverty; Program Evaluation + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Familienmilieu; Gültigkeit; Lesemotivation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Literarische Form; Schülerverhalten; Reading habit; Lesegewohnheit; Urban area; Stadtregion; Armut; Programme evaluation; Programmevaluation
Abstract	This study examines the feasibility of adding a proximal outcome survey to a book distribution program. We also examine access to books at home for Grade 3 to 5 students experiencing poverty and relations with reading motivation and reading amount. Finally, we describe students' book preferences by analyzing the difficulty and genres of texts they select for outside of school time (OST) reading. We surveyed 549 students attending four elementary schools that serve > 98% economically disadvantaged students using this new measure. We found adequate feasibility and initial validity of this short survey. Key findings from this study were that students who had access to a greater number of books at home read more during OST, even after adjusting for reading motivation. Consistent with past research, students' reading motivation related to their reading amount. We discuss potential implications of these findings for book distribution efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01