Reading Engagement for Tweens and Teens: What Would Make Them Read More?
byMargaret K. Merga, PhD, is a senior lecturer at Edith Cowan University, in Western Australia. She has conducted six substantial research projects that explore social influences on reading engagement from the early years to adulthood.
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eBook
9781440867996
MLA
Merga, Margaret. Reading Engagement for Tweens and Teens: What Would Make Them Read More?. Libraries Unlimited, 2018. ABC-CLIO, publisher.abc-clio.com/9781440867996.
Chicago Manual of Style
Merga, Margaret. Reading Engagement for Tweens and Teens: What Would Make Them Read More?. Libraries Unlimited, 2018. http://publisher.abc-clio.com/9781440867996
APA
Merga, M. (2018). Reading Engagement for Tweens and Teens: What Would Make Them Read More?. Retrieved from http://publisher.abc-clio.com/9781440867996
- Description
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Identifies evidence-backed and easy-to-implement strategies for encouraging young people to read, and helps you to position your library as an indispensable resource for supporting reading.
• Considers strategies for countering the biggest barriers to reading as identified by young people• Explains how to most effectively implement common strategies to support reading engagement at your school, such as implementing sustained silent reading, having conversations about books, and reading aloud to older children
• Offers strategies for promoting awareness of the ongoing value of reading and for teaching parents and teachers to encourage reading beyond the point of independent reading skill acquisition
• Moves away from generalizations that reinforce gender stereotypes and stereotypes about tweens and teens related to their technology use and skills
• Highlights the importance of access to books and provides evidence for the role of libraries as reading-supportive spaces
- Table of Contents
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Table of Contents
Reading Engagement for Tweens and Teens: What Would Make Them Read More?
Author(s): Merga, Margaret;Contributors: Merga, Margaret;Abstract:Identifies evidence-backed and easy-to-implement strategies for encouraging young people to read, and helps you to position your library as an indispensable resource for supporting reading.
• Considers strategies for countering the biggest barriers to reading as identified by young people• Explains how to most effectively implement common strategies to support reading engagement at your school, such as implementing sustained silent reading, having conversations about books, and reading aloud to older children
• Offers strategies for promoting awareness of the ongoing value of reading and for teaching parents and teachers to encourage reading beyond the point of independent reading skill acquisition
• Moves away from generalizations that reinforce gender stereotypes and stereotypes about tweens and teens related to their technology use and skills
• Highlights the importance of access to books and provides evidence for the role of libraries as reading-supportive spaces
SortTitle: reading engagement for tweens and teens: what would make them read more?Author Info:Margaret K. MergaauthorMargaret K. Merga, PhD, is a senior lecturer at Edith Cowan University, in Western Australia. She has conducted six substantial research projects that explore social influences on reading engagement from the early years to adulthood.
eISBN-13: 9781440867996Cover Image URL: ~~FreeAttachments/9781440867996.jpgPrint ISBN-13: 9781440867989Imprint: Libraries UnlimitedPages: 192Publication Date: 20181128- Cover Cover11
- Title Page iii4
- Copyright iv5
- Contents v6
- Acknowledgments ix10
- Introduction xi12
- 1. Why Is Book Reading (Still) Important? 118
- Attitudes and Achievement 219
- Reading and Literacy Benefits 421
- Is There a Target? 724
- Literacy, Opportunity, and Testing 825
- The Problem with “Read Anything" 1229
- Fiction and Empathy 1330
- Why Do Readers Read, and How Can This Knowledge Shape Our Reading Support Role? 1633
- Reading for Pleasure and Leveling the Playing Field 1936
- 2. From Learning to Read to Reading to Learn: Why Does Reading for Pleasure Fall by the Wayside? 2340
- 3. Are Books Really Uncool? 3552
- 4. Myths about Boys, and Why They Get Oxygen 5370
- 5. Powerful Parents 5976
- 6. The Myth of the e-Book-Loving Digital Natives 7794
- 7. What Would Make Young People Read More Books? 87104
- 8. Reading Is for Pleasure, Not Just Testing 105122
- 9. Libraries, Reading Spaces, and Choices 121138
- Competition for Space for Reading 121138
- Libraries Resourcing Young People’s Reading 122139
- The Quality of Collections 123140
- Peace and Quiet? 123140
- When a Library Is a Learning Hub 125142
- The Need to Delve Deeper into School Library Research 125142
- How Do Teacher Librarians Support Literacy and Literature Skill Development? 128145
- Exploring the Teacher–Teacher Librarian Collaboration 129146
- 10. Final Thoughts 131148
- Appendix: Research Projects 137154
- 2012 Western Australian Study in Adolescent Book Reading (WASABR) 137154
- 2015 International Study of Avid Book Readers (ISABR) 138155
- 2016 Western Australian Study in Children’s Book Reading (WASCBR) 139156
- 2016 Teen Reading in the Digital Era 139156
- 2016 Western Australian Study in Reading Aloud (WASRA) 140157
- 2018–2019 Teacher Librarians as Literature and Literacy Advocates in Schools (TLLLAS) 140157
- References 143160
- Index 165182
- About the Author 175192