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The purpose of the present study was to predict reading comprehension, reading interest, and reading efficacy from teaching styles. Participants were 109 students with learning disabilities from seven elementary schools in Germany. By use of observational protocols and multilevel random coefficient modeling to account for the multilevel structure of the data, results indicated that: (a) reading comprehension was positively predicted from students’ attitudes and a structured classroom discourse, and negatively by a flexible teaching style, (b) reading interest was positively predicted by a structured and positive climate, and negatively by a discourse that was too guided, and (c) reading efficacy was predicted positively from students’ attitudes and teachers’ fostering, and negatively from teachers’ flexibility, guidance, and structure. Implications of the findings are discussed in the context of creating adaptive classroom climates for learners who have difficulties in learning.

The purpose of this paper is to investigate the socioeconomic factors that influence the public’s reading interest in specific genres of literature, as well as what the public actually reads or listens to in the United Arab Emirates (UAE).

A survey of 1,377 households, consisting of 650 and 727 from Abu Dhabi and Dubai, respectively, was conducted in 2012 as part of the country’s first, and to date only, comprehensive Survey of Public Participation in the Arts. A multivariate probit model is applied to analyze factors that influence interest in reading fiction, religion and spirituality and health and fitness. In addition, factors that influence public’s likelihood to read novels, short stories and poems are also assessed.

The results indicate that ethnicity, gender and education level significantly influence both the interest in reading, and actual reading habits. For example, while Asian and Western expatriate groups show more interest in fiction and health and fitness literature, Emirati are more likely to read poems. A gender difference is identified with females more likely to read.

The survey focused on regular dwelling units and within a household, family and resident relatives. Hence, it excludes a segment of residents, such as domestic workers and unauthorized migrants.

This is the first study to empirically assess the factors influencing the public’s interest and reading habits across a range of genres of literature in the UAE.

The purpose of this paper is to investigate fiction readers’ interest criteria when selecting novels in library catalogs for various search tasks.

The data of the book selection behavior from 80 genuine fiction readers were collected using recorded interviews and conversations. The data were qualitatively analyzed. Reuter’s categorization of the components of aesthetic relevance has contributed to the construction of interest dimensions.

A five-dimension categorization of interest criteria is presented based on fiction readers’ interpretations of the influential factors in fiction book selection in different search tasks. The findings revealed that readers apply the identified interest criteria in a flexible and multiphase way depending to the search task and the system used. The findings showed a context-related pattern in readers’ fiction book selections. A combination of readers’ search capacities, “behind the eyes” knowledge, affective factors and a well-functioning interaction with a system used results in a successful book selection.

A five-dimension categorization of adult fiction readers’ interest criteria was created based on their search behaviors in library catalogs. The results provide a systematic step toward a comprehensive understanding of readers’ fiction book selection in digital environments.

Lending novels is the major service provided by public libraries. The efforts in developing search systems have been focused on retrieving non-fiction. There is a need for designing systems to support fiction searching in libraries. The aim of this study is to analyze readers’ methods of accessing fiction in a public library for informing the design of fiction search systems. This study seeks to find out which attributes of books readers perceive as indicators of a good novel, and what kind of tactics they use for finding these good novels in the public library.

The authors observed 16 adult library users by semi-structured interviews eliciting information about their literary competence, what characterizes a good novel and how they accessed and identified good novels in the library.

Based on the data this paper developed a tentative reader typology, which differentiated the attributes of good novels and major tactics for accessing them.

The typology was used for inferring user models and design ideas for systems supporting fiction searching.

This is the first empirical study to inform how readers’ literary competence is associated with the tactics used and indicators recognized in books for finding and selecting good novels to borrow.

This is an exploratory study of reading behaviors and interest among students residing in a female residential college of Kolej Datin Seri Endon (KDSE), Universiti Teknologi Malaysia (UTM) and the use of reading stations (RS) placed at strategic locations throughout the main campus. The UTM's Vice Chancellor project of developing various RS was to promote a reading culture in UTM. Currently there are 48 RS in the main campus of Skudai and ten more in UTM International campus. Most of the books were donated by UTM staff and students themselves.

Using simple random sampling, 187 students were selected from a population of 1,300 female students. The survey instrument was designed in the form of structured questionnaire comprising a series of close‐ended and open‐ended questions design. A team of researcher investigated and evaluated at least 15 Reading Stations through out the campus.

The findings highlighted some factors related to reading habits and interest of students. The student's evaluation of the RS has been positive. Students however lamented that the books found at the RS are outdated, too academic and unrelated to their specific interest. This showed that even though the RS have been well received by students but it called for many areas of improvement in order for the RS to be of benefit and relevant to the campus community.

It is hoped that this study will stimulate further in‐depth studies and institutional budget allocation for training courses such as speed reading and mind mapping to inculcate a reading culture among students.

This is an original article on the reading habits of students in a certain college in UTM and the evaluation of RS, a newly launched project to promote reading culture among students.

This chapter presents findings from a study into reading interests and habits of prisoners in six Croatian penitentiaries, and their perception and use of prison libraries. The study was conducted with the help of self-administered print survey. A total of 30% of prison population (male and female) in selected prisons was included in the study and a total of 504 valid questionnaires were returned (response rate of 81.3%). Findings indicate that reading is the respondents’ most popular leisure activity and that they read more now than before coming to prison. Respondents read more fiction than non-fiction. Most frequently they read crime novels, thrillers, and historical novels. To a lesser degree, they read religious literature, biographies, spiritual novels, social problem novels, self-help, war novels, science fiction, erotic novels, romances, spy novels and horrors. Respondents would like to read daily newspapers and magazines, and books about sport, health, travel, computers, hobbies, cookbooks, etc. Respondents have wide reading interests (both in relation to fiction and non-fiction) but they do not have access to them in their prison library. Respondents reported that reading makes their life in prison easier and their time in prison passes faster with books. Only about a quarter of respondents are satisfied with their prison library collection. Almost a fifth of respondents does not visit the library at all because it does not have anything they would like to find there: newspapers, modern literature, non-fiction, reading material for visually impaired and computers.

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

Providing equal opportunities in class as well as at home does not ensure equal promotion of leisure reading among girls and boys. Gender differences have wider impacts on their reading development. The purpose of this paper is to find out gender differences in leisure reading habits among children.

The search process was conducted during Aug.–Sept. 2019 using Scopus database. A total of 41 studies were selected for the review. The systematic review used Cochrane Methodologies reported as per preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines for identification, evaluation and selection of studies. The studies that dealt with leisure reading, reported gender difference of reading, had age group of 4–18-year children, were in English language and were accessible to the researchers were selected for review.

The results were presented in terms of identified reading factors including reading frequency, reading choice, reading time, reading media, reading influence, reading value and library use. The girls were more frequent readers than boys. The girls were in favor of fiction, while boys were interested in reading nonfiction. Girls preferred online materials but boys were in favor of printed materials. The boys were influenced by their fathers and peer groups’ reading, while girls were influenced by their mothers’ reading habits.

The study provided better understanding of boys’ and girls’ reading differences and required the librarians, teachers and academic policymakers to deal with them accordingly.

To the best of the authors’ knowledge, this is the first kind of systematic review reporting difference of reading on the basis of gender and inferred reading factors. It will be helpful for librarians, teachers and academic policymakers to consider these differences while dealing with boys’ and girls’ reading choices and interests.

Undeniably, the growing influence of technology has had a significant impact on the reading process of undergraduate students and it is thus of priority interest now to understand the factors influencing independent and digital reading. The paper aims to discuss these issues.

In total, 231 questionnaires were administered among undergraduates at the University of Mauritius. A factor analysis was carried out and it was revealed that the attitude toward reading was mainly influenced by six aspects termed “Entertaining and Important,” “Lack of Interest,” “Convenience of Digital Reading,” “Utilitarian Purposes,” “Difficult Access to Reading Materials” and the “Compulsory Aspect.” This paper focuses also on determinants which could influence the behavior of undergraduates toward independent reading. In this sense, a binary logistic regression was performed.

Factors such as gender, the motivation to read and the time spent reading for academic purposes were found to be significant predictors. Also, given the impact of technology on the lifestyle, it was important to determine whether the respondents had adopted digital reading over printed reading by taking into consideration their preferred reading format. This query was taken care by a multinomial regression analysis where gender, faculty belonging and internet connection on mobile were found to influence the preferred method of reading by undergraduates.

The objectives are to analyze the reading habits and attitude of the undergraduates toward reading, evaluate factors which influence a student to engage in independent reading, determine factors that are likely to encourage students to prefer digital reading given the innovation in the e-reading field and to explore a possible relationship between independent reading and digital reading.

To describe the connections between reading and writing and to discuss new ways of understanding the nuisances associated with their development beginning with consideration to language appreciation.

Theoretical advances related to the complexity of reading, thinking, and writing are discussed alongside an ongoing description of how wide reading, interventions, language study, and risk taking are foundational to language creation.

The linkages between reading and writing are inseparable. Reading and writing must be developed in unison. The best writers are avid readers and vice versa. Generally speaking, students will have preferences regarding which they enjoy partaking in more but this just gives the motivation to utilize an appreciate approach to grow, that is utilizing existing strengths of the student in either reading or writing toward improving the other.

A host of instructional practices can extend from these new theoretical understandings of language creation including free verse journals, usage of non-examples to jolt previous understandings, language play, feedback, diverse literature, and finalization processes related to writing development.