ERIC Number: EJ801159
Record Type: Journal
Publication Date: 2008-Aug
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-1926
EISSN: N/A
Independent Reading: The Relationship of Challenge, Non-Fiction and Gender to Achievement
Topping, K. J.; Samuels, J.; Paul, T.
British Educational Research Journal, v34 n4 p505-524 Aug 2008
To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but non-fiction read was generally more challenging than fiction. Non-fiction reading was negatively correlated with successful comprehension and reading achievement gain. Overall, boys appeared to read less than girls, and proportionately more non-fiction, but this less carefully--especially in the higher grades--and had lower reading achievement. Differences between classrooms in promoting successful comprehension of non-fiction were evident, suggesting intervention could improve achievement. Implications for research and practice are explored. (Contains 2 figures and 5 tables.)
Descriptors: Independent Reading, Reading Achievement, Achievement Gains, Gender Differences, Difficulty Level, Correlation, Fiction, Nonfiction, Reading Comprehension, Age Differences, Intervention, Reading Research, Computer Managed Instruction, Computer Assisted Testing, Data Analysis, Elementary Secondary Education, Educational Technology, Reading Tests
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A