Reading promotion of fiction and nonfiction texts: determinants of elementary school teachers’ reading promotion behavior and their students’ leisure time reading

Marlon Ruwette

    Research output: ThesisThesis fully internal (DIV)

    635 Downloads (Pure)

    Abstract

    Dutch students do not have a very positive reading attitude and they do not read very much, both at school and at home. In addition, it appears that new generations have an even less positive attitude and read even less than the generations before and that pupils read less and less as they get older. Therefore, it is important to find out how to promote the quality and quantity of reading.
    A quantitative study was conducted with a representative sample of elementary school teachers grade 5 and 6 to examine the extent to which distinguished reading promotion activities are implemented and which classroom and teacher variables are associated with the implementation of these activities. Furthermore, the extent to which we could distinguish types of reading-promoting behaviors and thus teachers in terms of reading-promoting activities was explored. We also considered which theoretical attitudinal models (Model of Planned Behavior) are preferable within the context of reading-promoting behavior in elementary schools and which aspects of the model best predict behavior. The extent to which teachers distinguish between promoting reading fiction and nonfiction was further studied. A sample of students was also selected to examine which attitudinal models are preferred and the extent to which aspects of these models predict students' reading behavior. Again, the extent to which students distinguish between fiction and nonfiction in attitude and behavior was examined.
    Although Dutch teachers in grade 5 and 6 are on average quite positive about reading promotion in the classroom, there is still a substantial portion of teachers who are not positive about it and who do not do it. Furthermore, it appears that there are different types of reading promotion behaviors, so also types of teachers. In addition, we see that the relationship between intention and behavior is weak. They presume to do something more often than they actually do it. Teachers distinguish between promoting fiction and nonfiction. They find promoting nonfiction more useful, but on the contrary, they like fiction more, find it more morally necessary and easier to do. They also take to promoting fiction more often than nonfiction. Students also see reading fiction and nonfiction as different things. Among students, affect is the strongest predictor of behavior.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • University of Groningen
    Supervisors/Advisors
    • de Glopper, Kees, Supervisor
    • van Schooten, Erik, Co-supervisor, External person
    Award date26-Jan-2023
    Place of Publication[Groningen]
    Publisher
    Print ISBNs978-90-9036852-8
    DOIs
    Publication statusPublished - 2023

    Fingerprint

    Dive into the research topics of 'Reading promotion of fiction and nonfiction texts: determinants of elementary school teachers’ reading promotion behavior and their students’ leisure time reading'. Together they form a unique fingerprint.

    Cite this