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access to Journal of Adolescent & Adult Literacy
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Tie leisure reading habits of urban Schools have begun to tackle the problem of
reading in the middle and high school years by ini-
adolescents hme not been widely studied,
tiating adolescent literacy initiatives. Among the
Research indicates a strung common elements found in the most
Hughes-Hassell teaches at well- regarded programs is a focus on
relationship between leisure !Drexel University (3141
Chestnut Street,
building the habit of leisure reading
reading and school achievement, Philadelphia, PA 19104, (McGrath, 2005). Both qualitative and
USA). E-mail
so educators should deYelop an quantitative studies demonstrate a cor-
sandra.hughes@cis.drexel.
edu. Rodge also teaches at relation between success in school and
understanding of the leisure Drexel University.
the amount of leisure reading students
reading habits of these youth. do (Allington & McGill-Franzen, 2003;
Krashen, 1993). The amount of leisure reading
done outside of school has consistently been found
The literacy needs of urban adolescents are urgent to relate to achievement in vocabulary, reading
(McGrath, 2005). It is not unusual for 70% of comprehension, verbal fluency, and content knowl-
eighth graders in high-poverty, high-minority edge (Krashen, 1993; Short, 1995). Students who
middle schools to comprehend at "below basic" read in their spare time become better readers,
levels (Balfanz, Spiridakis, & Neild, 2002). score higher on achievement tests in all subject ar-
Difficulty with reading negatively impacts achieve- eas, and have more content knowledge than those
ment in all areas of the curriculum. According to who do not (Cunningham & Stanovich, 1991;
Schoenbach, Greenleaf, Cziko, and Hurwitz Krashen, 1993). According to Krashen (1993), "al-
(2000), many adolescents, hit a "literacy ceiling" though free voluntary reading alone will not ensure
when they reach middle and high school. That is, attainment of the highest levels of literacy, it will at
they are unable to "independently access the least ensure an acceptable level" (p. 84).
knowledge and information embedded in the
Leisure reading is the reading students
books and other printed materials that are part of
choose to do on their own, as opposed to reading
a curriculum" (Schoenbach et al, 2000, p. 5). This
that is assigned to them (Mellon, 1990). Also re-
inability interferes with their capacity to accom-
ferred to as voluntary reading, spare time reading,
plish the challenging work necessary to meet high
recreational reading, independent reading, read-
academic standards. Teachers and students alike
ing outside of school, and self-selected reading,
become frustrated. Students come to think of
leisure reading involves personal choice, choosing
themselves as nonreaders or poor readers. Many
what one wants to read, and reading widely from
avoid reading, waiting for the teacher to tell them
a variety of sources - not just books.
what they need to do. Others attempt to become
invisible, while still others act out, creating distrac- While numerous researchers have surveyed
tions to cover up their inadequacies. the leisure reading habits of adolescents (cf. Hart,
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Students9
lescents indicated that they do not read; attitudes toward
the other leisure
22% said they read only for school.
reading
Females were more likely to When
read for
students pleas-
were asked if they enjoyed read-
ure than males (78% versus 64%).
ing, 36%This finding
responded is
"yes," 57% responded "some-
consistent with previous studiestimes,"
that andfound
7% responded "no." Again there was
that
female adolescents were more likely than male attitudes of males
some difference between the
andreading
adolescents to engage in leisure females - 42% of the girls responded yes as
(McKenna et al., 1995; Moffittcompared to 31% of the boys.
& Wartella, When asked if they
1992;
had more time would they would read more, 41%
Simpson, 1996). The findings differed, however,
of the students said "yes" and 45% responded
from previous studies in terms of reading prefer-
"probably."
ences. In most studies, girls indicate that they pre-
fer to read realistic fiction, mystery, As Table
and 1 shows, the majority of the stu-
fantasy,
dents indicated
while boys tend to prefer adventure and thataction-
they read in their spare time
for three main reasons: fun and relaxation, to
oriented texts whether choosing fiction or nonfic-
learn new things, and because they were bored.
tion (Zirinsky & Rau, 2001). In this study, both
Fun and relaxation were described in a variety of
males (68%) and females (76%) showed a strong
ways. According to one young woman, "reading is
preference for magazines.
really exciting because you can get into the book
and imagine the story's
The majority (69%) of the students characters." A young man
report-
ed that they read more than two echoed her feelings:
books per "I love making my own ad-
ventures and fantasies while I read." Others de-
month outside of school. Sixteen percent of the
scribed reading as "fascinating," "colorful," and
students indicated that they read less than one
"better than TV."
book per month, and 15% reported that they did
not read books except for school The students who read to learn new things
assignments.
did so
The reading incentive program, "to get better
which hasat it [reading],"
been and "to gain
in place for five years, rewards knowledge."
students Many of
forthe students
read- recognized that
the more they read, the better readers they be-
ing books. This may account for the large per-
come. Comments included, "Reading is good for
centage of students who indicated that they read
everybody because you learn more about read-
more than two books per month outside of
ing;" "You can do better at reading if you read;" "I
school.
learn new strategies;" and "Reading helps your
The students seemed to do most of their level get improved." The adolescents who read to
reading after school or at night. Only 17% of the gain knowledge were interested in satisfying their
students indicated that they read on the weekend. curiosity about special topics, improving their
grades in school, or learning how to cope with
Reading during summer vacation was also not
obstacles in life. One student, for example, said
popular with either gender. Only 15% of the
she liked to read about "fashion tips and also
males and 20% of the girls reported that they
hairstyles." Another one mentioned his favorite
continue to read for pleasure during the summer
hip-hop recording artists. Some students saw
months. This is particularly troubling because re-
reading as a way to improve their grades in
search shows that summer reading is critical to school. According to one young woman, "Books
summer learning, especially for low performing are fun to read because you can put your grades
or disadvantaged students (Allington & McGill- up." Others used reading as bibliotherapy. One
Franzen, 2003; Kim, 2004; Schacter, 2003). student explained, "I like reading books about
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1
Table 1
If you read, why do you like to read? Check all that apply.
For fun 54 62 58
It's exciting 22 46 35
I get attached to characters 27 40 34
For brain stimulation 26 22 24
For a time filler 17 16 17
For motivation 17 13 16
For escape 15 18 16
Variations on the statement "I have trouble choosing the Internet. Books accounted for only
30% of the students' leisure reading materials.
reading" appeared on the questionnaires of 29%
of the nonreaders. One student's response was Celebrities, "people or characters like me,"
particularly poignant: "I need help reading be- sports figures, and musicians are among the most
cause I am not good. Please help me." The lack of popular topics for the respondents' leisure read-
appealing resources was another common theme. ing (see Table 4). Fifty-six percent were interested
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Table 2
Rather watch TV 36 31 35
Table 3
Magazines 68 76 72
Fashion/beauty 13 63 40
Sports 68 19 42
News, like Time or Newsweek 9 9 9
Video games 54 44 49
Music 49 76 63
Entertainment 35 37 36
Puzzle 35 35 35
Science 18 13 16
Comics 54 34 44
Internet 38 36 37
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Table 4
What do you like to read about? Check all that apply.
Sports figures 63 23 43
People/characters like me 31 54 43
Musicians 34 50 42
Fantasy characters 43 33 38
People/characters my age who are
wrestling with tough issues, like
drug abuse or crime 28 41 35
People/characters a lot different
from me 23 38 31
Historical figures 18 18 18
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Students may also be frequenting bookstores be- teachers and librarians promote magazine read-
cause the street literature titles they mention are ing by providing and circulating magazines in
often not available at school libraries due to age- both library and classroom collections. The best
appropriate issues. way to select magazines is to involve students.
Survey students, but also browse grocery stores
and local bookstores to observe the magazines
Specific influences adolescents are buying. Black Beat, Jet, Latina,
The final factor studied was who encourages Low Rider, Sister to Sister, Slam, Source, Teen en
these adolescents to read. It was not surprising Espanol, Urban Latino, Word Up, WWE, and XXL
that parents and teachers topped the list, with are among the magazines popular with urban
70% of the adolescents choosing parents and adolescents. Many of these magazines are also
63% selecting teachers. Librarians were chosen by available online, thus increasing accessibility, in-
40% of the students - 27% of the students chose teractivity, and reader participation.
school librarian and 13% chose public librarian. Comic books were also listed as a favorite
Fifteen percent of the teens indicated that their reading material. Many teachers and librarians
friends encouraged them to read. have successfully used comic books to engage re-
luctant readers (cf. Norton, 2003; Versaci, 2001).
Marvel and CrossGen currently have comics
Implications for teachers and available on DVD. The DVDs include original
librarians comic-book art, enlarged word balloons, voice-
overs reading the text, and music. This format not
The March 2005 issue of Educational Leadership only appeals to visual learners but also makes it
challenges educators to look to urban schools for easier to circulate comics.
solutions to school problems (Scherer, 2005). The
Two other popular formats related to comic
adolescents who completed our survey are clearly
books are the graphic novel and manga. Both are
able to aid educators in this endeavor and provid-
ed several recommendations we need to consider good for youth who read English as a second lan-
guage or on a lower reading level, because the
as we strive to support their literacy development.
simple sentences and visual cues allow the reader
Provide the types of materials students prefer. to comprehend the story (Jones et al., 2004).
Theses materials include magazines, comic books, Graphic novels are book-length stories published
and the Internet. Teachers should recognize this in comic-book style. In addition to outstanding
type of reading as legitimate. Adults often send artwork, many feature complex characters, well-
the message that the only reading that is reading developed story lines, and literary devices like
is books (Beers, 1996; Mellon, 1990). If we want foreshadowing and allusion. Manga is "typified
urban students to engage in leisure reading, per- by characters with large eyes, most often pub-
haps the first thing we need to do is expand our lished in black and white, and increasingly print-
definition of reading. ed in the Japanese fashion - reading right to left"
(Jones et al., 2004, p. 131). Selecting graphic nov-
Magazines are without question the favorite
els and manga has become easier now that Voice
leisure reading material of these students.
of Youth Advocates, School Library Journal, and
Adolescents are drawn to magazines for a number
Booklist regularly feature reviews.
of reasons, including the number and quality of
pictures, the speed with which information can It was not surprising that another popular
be gathered from magazines, the "coolness" fac- medium listed by these students was the Internet.
tor, and the reading level (Jones, Gorman, & The Pew Internet & Life Project found that 87%
Suellentrop, 2004). Our research suggests that of those between the ages of 12 and 17 are online
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Perhaps
Cartoon History of African Americans (Laird & the first step is to increase access to
books and
Laird, 1997) and Dignifying Science: Stories other reading materials in the summer
About
for urban
Women Scientists (Ottaviani, 2000). Again, youth. Access to books has been found
visual
to be
cues make graphic nonfiction especially positively associated with the amount of in-
appealing
dependent
to reluctant readers and English-language reading students do in the summer
learners
(Jones etal., 2004). (Kim, 2004), yet there is large disparity between
access based on socioeconomic status and ethnic-
Give students time during the school ity
day to read.
(Ferguson, 2002). To address this disparity,
This is particularly important for economically
school districtsdis-
might consider keeping school li-
advantaged urban students who often braries
have open
to work
in the summer (parents could be
to improve financial conditions at home and
trained to may
oversee the libraries), asking private
not have a place or the resources to read texts of
foundations for funding to purchase literacy ma-
their choice outside of school (Fisher, terials
2004). for low-income youth, and developing
Sustained silent reading programs have packets
been of found
materials that students can borrow for
the summer.
effective with at-risk students if they are thought-
fully designed and consistently implemented overfocused
Book clubs a on the reading interests
sustained period of time (Fisher, 2004;ofWorthy,
urban teenagers also have potential for pro-
Turner, & Moorman, 1998). Key factors include
moting summer reading. A Teen Street Lit Book
professional development for teachers, access
Club, toataone of the branches of the Free
formed
wide variety of appealing reading materials, follow-
Library of Philadelphia, was originally scheduled
up activities that encourage further voluntary read-
to run for four weeks. The members enjoyed the
book club so much that they kept coming back
ing, modeling by teachers and administrators,
for a total
informal accountability, and time to read of 16 weeks - four times the length of
(Fisher,
2004; Pilgreen, 2000). time originally promoted. When asked, "Why do
you still want to have the book club?" one teen
Provide adequate funds for school and classroom
explained that the book club was fun and "kept
libraries in low-income urban communities. For
them off the streets with something positive to
these students, and many others in low- income ar-
do" (Morris, Hughes-Hassell, Agosto, & Cottman,
eas, school is the primary source for students' read-
in press). Many of the book club members had
ing materials (Worthy et al, 1998); yet urban read virtually every title in the street lit genre pri-
school districts are less likely to adequately fund or to joining the club, and they already knew of
school libraries than their suburban counterparts forthcoming titles.
(National Center for Education Statistics, 2005).
Another program that has proven extremely
Classroom libraries in low- income communities
popular with urban adolescents is the Free
tend to be smaller (Hunter, 2004). Schools need to
Library of Philadelphia's Teen Author Series
recognize that investments in school libraries reach
(McCaffrey, 2005). This program connects ado-
all students in the school and that the payoff is im- lescents with a "who's who" list of American writ-
proved student achievement (Loertscher, 2005).
ers, including minority authors like Ilyasah
Encourage summer reading. Whether measured Shabazz and Julia Alvarez. The adolescents receive
by the number of books read, the time spent free copies of the authors' books and get to inter-
reading, or regularity of library usage, summer act with the authors as they speak about their
books, their lives, and the process of writing.
reading is critical to summer learning (Allington
& McGill-Franzen, 2003; Heyns, 1978; Kim, Partner with parents to promote and encourage
2004). Only 17% of the students in this study re- leisure reading. Numerous studies show that par-
ported that they continue to read in the summer. ents play a significant role in developing and sus-
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