Reading engagement for tweens and teens : what would make them read more?

목차 (Table of Contents)

• CONTENTS
• Acknowledgments = ix
• Introduction = xi
• 1 Why Is Book Reading (Still) Important? = 1
• Attitudes and Achievement = 2
• Reading and Literacy Benefits = 4
• Is There a Target? = 7
• Literacy, Opportunity, and Testing = 8
• The Problem with "Read Anything" = 12
• Fiction and Empathy = 13
• Why Do Readers Read, and How Can This Knowledge Shape Our Reading Support Role? = 16
• Reading for Pleasure and Leveling the Playing Field = 19
• 2 From Learning to Read to Reading to Learn : Why Does Reading for Pleasure Fall by the Wayside? = 23
• Expired Expectations = 25
• Balancing Expectations and Encouragement = 27
• The Orphaned Responsibility = 29
• Reasons for Teens' Reading Infrequency = 31
• 3 Are Books Really Uncool? = 35
• Evolving Coolness? = 38
• More on Talking about Books = 39
• Using Film Adaptations to Increase the Coolness and Accessibility of Books = 42
• Where It Works = 44
• Where It Does Not Work = 47
• The Chicken or the Egg? = 50
• 4 Myths about Boys, and Why They Get Oxygen = 53
• Why the Gap in Reading Engagement? = 54
• Do Boys Prefer Nonfiction? = 54
• Are Female Educators and Mothers Ineffectual with Boys? = 56
• 5 Powerful Parents = 59
• Providing Encouragement through Shared Social Practice = 61
• Modeling = 63
• Providing Access = 66
• Reading Aloud = 68
• Five Tips to Help Parents Make the Most of Reading Aloud to Their Children = 73
• 6 The Myth of the e-Book-Loving Digital Natives = 77
• Are They Reading on Screens? = 81
• Does Gender Make a Difference? = 83
• Is It Time to Embrace the Bookless Library? = 84
• Are They Talking about Books Online? = 85
• A Final Comment = 86
• 7 What Would Make Young People Read More Books? = 87
• Strategies for Choice = 89
• Access to Books = 92
• Time Availability = 93
• Time Allocation = 95
• Concentration and Multitasking = 97
• Encouragement = 99
• Skill Deficit and Challenge = 100
• Broadening the Reading of Series Adherents = 101
• 8 Reading Is for Pleasure, Not Just Testing = 105
• Modeling, Reading Aloud, and Excitement about Books and Reading = 107
• Wide Reading, Discussion, and Teacher Recommendations = 111
• Silent Reading and Opportunity = 114
• More on Reading for Testing = 117
• Best Practice = 118
• 9 Libraries, Reading Spaces, and Choices = 121
• Competition for Space for Reading = 121
• Libraries Resourcing Young People's Reading = 122
• The Quality of Collections = 123
• Peace and Quiet? = 123
• When a Library Is a Learning Hub = 125
• The Need to Delve Deeper into School Library Research = 125
• How Do Teacher Librarians Support Literacy and Literature Skill Development? = 128
• Exploring the Teacher-Teacher Librarian Collaboration = 129
• 10 Final Thoughts = 131
• Research Rigor = 131
• Self-Report and School-Based Research = 133
• Focus on Will, Not Skill = 134
• Recommendation for Further Reading : Low-Literacy and Disadvantaged Parents = 134
• Where to Next? = 135
• Appendix : Research Projects = 137
• 2012 Western Australian Study in Adolescent Book Reading (WASABR) = 137
• 2015 International Study of Avid Book Readers (ISABR) = 138
• 2016 Western Australian Study in Children's Book Reading (WASCBR) = 139
• 2016 Teen Reading in the Digital Era = 139
• 2016 Western Australian Study in Reading Aloud (WASRA) = 140
• 2018-2019 Teacher Librarians as Literature and Literacy Advocates in Schools (TLLLAS) = 140
• References = 143
• Index = 165