The Controversy Surrounding The Benefits Of Reading For Pleasure

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The term ‘reading for pleasure’ is often used reciprocally with the term ‘reading for enjoyment’ and can involve a variety of text, ranging from text in novels, magazines, comics and non- fiction Cremin (2014). The key aspect of reading for pleasure is the reader’s volition, which describes their desire to read and their agency to read. Moreover, reading for pleasure encompasses the gratification readers gain through their experience of reading and their positive interactions discussing literature with peers thereafter. Similarly, Ross et al. (2006) characterised it as ‘recreational reading’ which mirrors Cremin’s definition of ‘reading for enjoyment’. This is time that has been allocated to read, ultimately for the personal satisfaction of …show more content…

Clark and Rumbold (2006) Therefore, it can be conceived that promoting reading and encouraging an environment to enjoy reading can have a positive impact on children with many emotional and social consequences. In support of this, Clark and Douglas (2011) found evidence suggesting that there is a positive correlation between reading frequency, reading enjoyment and overall attainment in Primary school pupils. Interestingly, the enjoyment of reading has been reported as more significant for children’s educational achievement than their family’s socio-economic status (OECD, 2002) Twist et al (2007) highlighted that there is a direct relationship between positive attitudes towards reading and the scores related to reading assessments. As such, international evidence reinforces these findings. Research undertaken in the US established that independent reading; reading which is executed voluntarily in or outside or school with minimal assistance from adults, is the most powerful indicator of reading attainment (Anderson, Wilson and Fielding, …show more content…

Intrinsic motivation describes the desires which incite an individual to read independently at their own volition. Children who lack this motivation are typically indifferent towards reading, which is coupled with negative attitudes to the activity. Furthermore, it has been suggested that due to a continued period of failure and a reduced sense of competency, many children question their abilities (Pressley, 1998). In view of this, in a survey conducted by the NLT found that young people reported that they would read more if they enjoyed the activity, had more time to read, if reading material were more affordable or related to topics that were if personal interest (Clark and Foster,

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