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ERIC Number: ED245211
Record Type: Non-Journal
Publication Date: 1984-Jun-8
Pages: 16
Abstractor: N/A
Reference Count: N/A
Affirming the Use of Young Adult Literature in the Classroom--A Little Psychology of Reading!
Fisher, Jan
Secondary school reading teachers are confronted with the goal of enticing adolescents to a lifelong appreciation of books. Unfortunately, teaching the "classics" of literature frequently entails stylistic enrichment and understanding of literary devices, something of a "bottom-up" approach, that turns many students away from reading for pleasure. At the same time, adolescents are confronted with developmental tasks, such as establishing peer and sex roles and independence from parents, which also distract them from reading for pleasure. Reading young adult literature in the classroom is an acceptably healthy means by which students can work through these developmental tasks. Teens enjoy young adult books because, unlike the classics, these books deal with problems teens themselves are or will be coping with in their lives. The secret in motivating students to read is only a matter of giving them literature to which they can relate on a semantic, rather than on a grapho-phonic or syntactic, level. It is the semantic level that is the final key to understanding, enjoying, and becoming proficient readers. Careful selectivity of young adult novels provides teachers with an invaluable tool for increasing reading interest and proficiency. (HTH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A