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ERIC Number: EJ801159
Record Type: Journal
Publication Date: 2008-Aug
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0141-1926
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A