Independent reading: the relationship of challenge, non-fiction and gender to achievement

TY - JOUR

T1 - Independent reading: the relationship of challenge, non-fiction and gender to achievement

AU - Topping, K. J.

AU - Samuels, J.

AU - Paul, T.

PY - 2008

Y1 - 2008

N2 - To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but non-fiction read was generally more challenging than fiction. Non-fiction reading was negatively correlated with successful comprehension and reading achievement gain. Overall, boys appeared to read less than girls, and proportionately more non-fiction, but this less carefully—especially in the higher grades—and had lower reading achievement. Differences between classrooms in promoting successful comprehension of non-fiction were evident, suggesting intervention could improve achievement. Implications for research and practice are explored.

AB - To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but non-fiction read was generally more challenging than fiction. Non-fiction reading was negatively correlated with successful comprehension and reading achievement gain. Overall, boys appeared to read less than girls, and proportionately more non-fiction, but this less carefully—especially in the higher grades—and had lower reading achievement. Differences between classrooms in promoting successful comprehension of non-fiction were evident, suggesting intervention could improve achievement. Implications for research and practice are explored.

KW - Reading

KW - Children

KW - Fiction

KW - Non-fiction

U2 - 10.1080/01411920701609380

DO - 10.1080/01411920701609380

M3 - Article

SN - 0141-1926

VL - 34

SP - 505

EP - 524

JO - British Educational Research Journal

JF - British Educational Research Journal

IS - 4

ER -