Youth and Reading:
A Survey of Leisure Reading Pursuits of Female and Male Adolescents.
Mary
Anne S. Moffitt, Illinois State University, Ellen Wartella, University
of Illinois. In Reading Research and Instruction 1992, 31, (2) 1-17
University
of Minnesota Children, Youth and Family Consortium. Permission is granted
to create and distribute copies of this document for noncommercial purposes
provided that the author and CYFC receive acknowledgment and this notice
is included.
ABSTRACT
In
order to explore adolescent use of the media for leisure and, in particular,
adolescent leisure reading of books, this study is a preliminary look
at adolescent leisure and reading with a view towards comparing reading
to other leisure practices that require mass, or popular, media forms
and practices. Through a survey of many adolescents, this study seeks
to measure the popularity of leisure reading compared to other leisure
options, with a view toward contrasting female and male leisure reading
pursuits.
INTRODUCTION
Compared
to the vast research done in mass communication that assumes an adult
consumer of the mass media and compared to the detailed findings available
in studies on media and children, relatively little research has explored
the adolescent use of mass media. Comparisons of early studies on adolescent
leisure (Blumer 1933; Hollingshead 1949; Hurt 1924; Lynd & Lynd
1929, 1937; Walter 1927; Lundberg et al., 1934) to contemporary research
into adolescent leisure and media consumption (Csikszentmihalyi &
Larson 1984; Kleiber, Larson, & Csikszentmihalyi 1986; Larson &
Kubey 1983; Medrich et al., 1982) indicate that the kinds of youth leisure
and the popularity of certain activities have remained more or less
the same throughout this century.
While
we might expect that our varied periods in history -- two world wars,
the Depression, Roaring Twenties, and recent explosions in new media
and advanced computer technology -- might generate new leisure activities
and new popular media forms or at least reshape established leisure
and media forms, certain kinds of leisure activities remain consistently
popular. In particular, rather than turning to new mass media or popular
culture forms, socializing with friends and participating in sports
remain the favorite leisure pursuits of adolescents as determined from
the earliest attempts to record youth leisure activities to the most
recent adolescent research (Csikszentmihalyi & Larson 1984; Hollingshead
1949; Kleiber, Larson, & Csikszentmihalyi 1986; Larson & Kubey
1983; Lundberg et al., 1934; Lynd & Lynd 1927, 1937).
Recent
research on leisure, in addition to tabulating favorite leisure pursuits,
also attempts to classify kinds of leisure. Csikszentmihalyi and Larson
(1984) find three kinds of time available to the adolescent: personal
maintenance; production (work at school and at home); and leisure. Of
the 40% daily time available for leisure, Csikszentmihalyi and Larson
(1984) list, in order of popularity, activities of being with friends,
watching television, miscellaneous kinds of leisure, reading, sports
and games, thinking, arts and hobbies, and music. Further, they find
that combining "being with friends" and "sports"
makes these pursuits the most popular leisure activities for both males
and females.
Although
adolescent research measures and classifies kinds of leisure activities,
little research has been done on the adolescent leisure pursuit of reading.
This is perhaps not surprising, given the considerable popularity of
media pursuits and other leisure options also available to today's youth.
The focus on youth reading has typically been on trying to predict who
will be readers and on relating reading to intelligence, parental influence,
or socioeconomic status (SES) (Anderson, Tollefson, & Gilbert; Medrich
et al., 1982; Neuman 1986a, 1986b; & Tsai 1984, 1985). Only three
studies (Csikszentmihalyi & Larson 1984; Medrich et al., 1982; Walter,
1927) were found that acknowledged reading as a leisure activity of
young people.
Walter's
1927 study found that both males and females, while not pursuing reading
as a major activity, nevertheless consistently pursued some degree of
reading for fun; girls, much more than boys, pursued leisure reading
of books. Medrich et al. (1982) examined leisure of fifth- and sixth-graders
and found that youth approaching the teenage years show marked disinterest
in leisure reading. In contrast, Csikszentmihalyi and Larson (1984)
ranked reading as the fourth most popular leisure pursuit for both female
and male adolescents, although these researchers never explore reading
as an adolescent leisure activity.
Given
that most reading research conducted on youth explores cognitive and
learning, rather than leisure, processes and given the apparent contradiction
in findings that reading for fun decreases in popularity as youth approach
the teenage years (Medrich et al., 1982) or that high school students
do pursue reading as a relatively popular leisure pursuit (Csikszentmihalyi
& Larson 1984), this study attempts to measure the importance of
reading as a leisure activity utilized within other leisure options.
Further, given the findings that adolescents have a major portion of
their day -- 40% (Csikszentmihalyi & Larson 1984) -- available for
leisure and that reading has been noted (although not explored) as a
relatively popular leisure pursuit, this study explores reading not
as a cognitive, intellectual, or parental-induced activity but as an
activity that adolescents themselves decide is fun and consequently
pursue.
A focus
on leisure reading raises other questions that can add to the understanding
of adolescent reading for fun and perhaps adolescent leisure in general.
Because this study understands reading as a leisure activity (most likely)
different from reading as school work, it also seeks data on related
issues such as what kind of reading materials are most popular, what
are the demographics of leisure readers and non-readers, how does reading
compare in popularity to other leisure activities, how much time is
spent leisure reading, and so forth.
Additionally,
based on early and recent findings that adolescent leisure can be similar
and/or markedly different for both sexes (Csikszentmihalyi & Larson
1984; Hollingshead 1949; Kleiber, Larson, & Csikszentmihalyi 1986;
Larson & Kubey 1983; Lundberg et al., 1934; Walter 1927), this study
seeks to measure the popularity of leisure reading with a view toward
contrasting female and male leisure reading pursuits.
RESEARCH
GOALS
This
study attempts to confirm and extend current findings on adolescent
leisure reading, and additionally, compare the popularity of reading
to other leisure activities. Further, in order to examine the leisure
activity of reading, answers were sought to the following questions:
What are the differences in demographics of adolescent leisure readers
versus non-readers of books/paperback fiction for fun? How does reading
as leisure practice compare in popularity to other leisure activities?
What are the most popular kinds of books/paperback fiction pursued by
adolescent readers?
What is the influence of others on the readers' choices of reading books
for fun?
What is the amount of time spent in leisure reading, and what are the
most common times during the day to read?
METHOD
A survey
was designed to determine demographic differences between leisure readers
and non-readers among adolescents; adolescents are operationally defined
as high school students. From the remaining sample of "readers,"
data on differences between females and males on the popularity of reading
compared to other leisure options, the most popular kinds of books,
the influence of others on reading choices, the amount of time spent
on reading, and the most common times to read were gathered.
In
an effort to get a randomly-selected, representative sample of adolescents
from one relatively large geographic area, a sample of adolescents was
selected from five high schools in central Illinois: two large, public
schools with enrollments of 1400 and 1300 each ("A" HS and
"B" HS); one private, religiously affiliated school with an
enrollment of 300 ("C" HS); one university high school with
an enrollment of 750 ("D" HS); and one rural public school
with an enrollment of 300 ("E" HS) (see Tables 1 and 2). Any
high school student who resides in or near the twin cities of Bloomington
and Normal, Illinois (1), must attend one of the four city high schools
or one of the surrounding rural high schools. While conclusions drawn
from this predominantly white, middle-class sample of students might
not necessarily represent high school students everywhere -- for example,
Afro-American, inner-city, lower SES schools or, in a contrasting setting,
predominantly white, upper SES, wealthy schools -- findings of this
sample are representative of middle-class, rural and large town, predominantly
white, high school students residing in the Mid-west.
In
order to collect data from all four high school grade levels, at each
high school the goal was to survey one freshman, one sophomore, one
junior, and one senior class of about 25 students each for an optimum
sample of 500. Further, in order to collect data from a cross-section
of students, attempts were made to collect data from classes that all
students were required to take; because all high school students take
English classes, ten English classes were targeted, and, in CHS, where
all students must take religion, three religion classes were surveyed.
In order to get additional data on students from all four grade levels,
in the two public high schools four additional business classes which
had a mix of students from all grade levels were also surveyed.
A brief,
two-page questionnaire (See Appendix) was administered to 414 students
in five high schools in central Illinois. The instrument was given by
the first author in all high schools, except CHS where a teacher administered
the questionnaire to her three religion classes. On average, it took
20 to 25 minutes to complete the questionnaire. The instrument was designed
to measure basic demographic information on readers and non-readers
as well as to acquire specific measures of the readers' reading activities.
The
questionnaire was divided into three parts: (a) demographic data on
grade level/year in school, gender, kind of high school, and grade point
average, (b) measures of reading activities, and (c) measures of possible
influences on the student's pursuit of leisure reading. For the leisure
readers, questionnaire items sought information on favorite books; the
amount of time spent reading, as compared to time spent on other leisure
activities; and possible influences on their leisure choices. Finally,
measures of the time of day when students read was included.
Each
item of the questionnaire was read by the author as the students filled
them out together with the author. The readers and non-readers were
identified at the beginning of the questionnaire through the item "Do
you read books for leisure?" Those answering "no" did
not continue, and those responding "yes" were asked to finish
the questionnaire. In directions to the students, emphasis was placed
on students not to hesitate to answer "no" if they did not
read for fun and that this response was as important as a "yes"
answer and a completed questionnaire.
In
this manner, directions tried to encourage accurate responses by the
student. Through similar remarks and directions given in the same way
to all students, care was taken to explain the directions in the same
manner to all respondents. At times the author had to clarify whether
a book was science fiction, nonfiction, fantasy, and so forth. For the
remaining items, as well, directions encouraged honest responses and
cautioned against any exaggerated estimations. Most questionnaire items
were completed.
RESULTS
All
research questions were examined by use of cross-tabulation. Statistical
significance was tested via chi-squares at alpha = .05, whenever deemed
appropriate.
Readers
and non-readers were compared on various demographic variables: year
in school, sex, high school, grade point average, mother's occupation
and father's occupation, and mother's and father's level of education.
The first set of analyses examined the question:
What are the differences in demographics of adolescent leisure readers
versus non-readers of books/paperbacks for pleasure?
This
teenage sample revealed a high ratio of readers to nonreaders. This
study's findings also revealed not only a large number of readers to
non-reader but also an upward trend in reading from the freshman to
the senior year in high school.
Table
3 shows that 78% of the sample claimed to read books for leisure, and
only 22% did not. It must be noted that this figure includes both the
consistent reader and the occasional reader of books.
The
first demographic comparison of readers to non-readers, by gender, demonstrates
a statistical significance. Table 4's comparison of female and male,
readers and non-readers shows more female readers than male readers
among the adolescent sample.
Table
5's comparison of readers to non-readers by high school showed statistical
significance. A marked contrast across the five schools in the readers
to non-readers ratio was revealed. CHS, the religiously-affiliated high
school, had fewer readers than did other high schools. On the other
hand, DHS, the university high school, had a higher ratio of readers
to nonreaders. The public high schools -- two city and one rural --
were closer to the established readership figures (Table 3) of 78% of
the adolescent survey.
Comparisons
of readers to non-readers by grade point average again showed statistical
significance and revealed that the academically-better students were
more likely to read than students with lower grades (see Table 6).
Measures
of parents' occupation were used to indicate SES, according to Duncan's
(1961) Socioeconomic Index (3) . Tables 7 and 8 show statistical significance
in that children of the high and low mothers' and fathers' occupation
groups read more than children of the middle group. Figures of the ratio
of readers to non-readers are similar to the figures of the mothers'
occupations, or non-readers are similar to the figures of the mothers'
occupations.
Tables
9 and 10 show moth mother's and father's levels of education in relation
readers and non-readers; Table 9's comparison by mothers' education
demonstrates statistical significance, but by fathers' education statistical
significance is not shown. Parallel trends emerged in both tables, with
adolescents' reading more likely in parents with higher levels of education.
Figures on mothers' education in Table 9 jumped 17% from "high
school" to the next class of "some college" (85%). Further,
the difference between the "some college" group to the "college
graduate" group was only 3%.
For
the fathers' data, as well, between the "high school" group
(70%) to "some college" group (78%), the difference was 8%,
compared to a 1% difference between the "some college" group
and "college graduate" group. Parental occupation showed higher
correlates with reading at high and low occupation levels while parental
education increased in correlates with reading with increased parental
education level. However, the statistical test was deemed insignificant.
Apart
from studying the demographics of readers and non-readers, more particular
measures of the reading practices of the declared readers were sought,
in particular, findings on the popularity of reading to other leisure
practices and the most popular kinds of leisure books. The first question
measuring reading practices focuses on the following:
How does reading as leisure practice compare in popularity to other
leisure practices?
Table
11 found that sports was both the female and male preferred activity.
For females, reading was the third most popular leisure activity, after
sports and being with friends. For the males, reading, talking on the
phone, and watching TV all rank fourth after sports, being with friends
and music, and solitary activities.
The
skewed results toward sports, friends, and miscellaneous have inflated
the chi-square to over-emphasize the statistical significance.
In
order to focus a bit more on reading as leisure practice, data were
collected on the question:
What are the most popular kinds of books/paperback fiction pursued by
adolescent readers?
Respondents
were asked to put "1" with their favorite kind of leisure
book, "2" with their second choice, and "3" with
the third favorite. Due to this multiple response option provided to
the subjects, the data were non-orthogonal, and, consequently, no statistical
test could be performed. Table 12 found that teenage readers of books
for leisure indicated clear preferences for only a few kinds of books.
For females, the romance novel was the overwhelming favorite kind of
book. As first choice, the romance novel was nearly four and one-half
times as popular as the second-ranked preference for adventure. For
second and third choices, females indicated preferences for adventure,
fantasy, detective, and suspense, as well as sustained interest in romance
novels.
Male
readers preferred more, different kinds of books than females. For males,
for first, second, and third choices, no one kind of book stands out,
but rather, preferences for several books emerge, such as fantasy, science
fiction, sports, adventure, suspense, and detective.
The
last set of questions addressed possible influences on the students'
leisure reading choices. The first question addressed was:
What is the influence of others on the reader's choices of reading books
for fun?
Figures
on how readers perceived the amount of influence of parents and friends
on their reading choices revealed that readers did not feel any particular
measure of outside sanction on their reading. In the responses of 265
readers, 45% felt no influence, and 41% felt only a slight influence.
This left only 14% who felt parents or friends were quite or extremely
influential.
As
to a second measure of how decisions were made on what to read, data
find that the reader viewed her/his choice of books primarily as a personal
decision. Of 304 readers, a substantial number (86%) identified themselves
as the sole deciders. The only other measurable choices named of who
decides were: a few closest friends (5%) and parents (3%).
The
final measure of influence was a question asking who might disapprove
of their leisure reading choices. Of 114 readers who answered, the most
significant answers were "society" (42%) and parents (29%);
other persons named as disapproving were friends (10%), best friends
(6%), brothers (5%), teachers (4%), and sisters (4%).
And
a final question was:
What is the amount of time spent in leisure reading and what are the
most common times during the day to read?
Table
13 suggests that female and male readers spent relatively equal amounts
of time reading and that both groups read consistently throughout the
day. This finding is supported by the statistical insignificance of
the chi-square test. That is, both females and males read, in relatively
equal amounts, in all three measures of time or minutes spent reading.
Another
measure of time is offered by Table 14's figures on favorite times of
the day for adolescents to read. Readers were asked to name one or more
favorite times during the day that they read (any leisure materials
such as magazines, comic books, newspapers, etc.) for fun the day before.
Again, no statistical test was performed for this analysis due to the
non-orthogonality of the responses. Figures clearly indicate the overwhelming
preference for reading at home, during the evening (45%-46%).
DISCUSSION
This
study has been a preliminary look at female and male adolescent leisure
reading. In general, the major findings that emerge from several sets
of analyses are that reading books is a relatively popular leisure practice
for both female and male adolescents, with 78% of the sample reporting
they read for leisure, albeit for some readers it might be only a minor
or occasional pursuit.
When
the popularity of reading is measured against other popular leisure
choices pursued by the adolescent, this study confirms earlier research
that leisure time is a major portion of the adolescent's day and that
reading is a relatively popular leisure pursuit (Csikszentmihalyi and
Larson 1984). The finding of the high ratio of readers to non-readers
is consistent with Csikszentmihalyi and Larson's (1984) finding that
reading does exist as a leisure activity for adolescents, ranking fourth
in popularity after socializing with friends, watching television, and
all other "minor" kinds of leisure; and before sports and
games, thinking, arts and hobbies, and music.
This
study's findings contrast to other reading and leisure research with
youth (Anderson, Tollefson, & Gilbert, 1985; Medrich et al., 1982;
Neuman, 1986a, 1986b) that finds a marked decline in reading for leisure
as grammar school students approach the teenage years. For example,
Neuman (1986a) suggests that leisure reading remains "relatively
minimal in comparison to other activities" (p. 299), and Anderson,
Tollefson, and Gilbert (1985) argue that there is "a growing lack
of interest in reading by older gifted students" (p. 189).
However,
in contrast to studies that reveal that grammar school students turn
away from leisure reading (Anderson, Tollefson, & Gilbert 1985;
Medrich et al., 1982; Neuman, 1986a, 1986b), this study's data on high
school students reveal not only a significant number of readers over
non-readers but also an upward trend in reading from freshman to the
senior year in high school, or 76% freshman to 86% senior leisure readers.
The increase in popularity is statistically significant as revealed
in the comparison of readers to non-readers by high school; findings
revealed that the three public high schools come close to the 78% to
22% reading ratio while private schools can be more variable in the
reading ratio (CHS with 60% and DHS with 83%). These data suggest that
high school students do pursue reading as leisure activity, perhaps
more than previously ascertained. A relatively large percentage (78%)
of adolescents claim to read for fun although, again, it must be noted
that for many readers it can serve as only a minor pursuit.
Sex
differences in leisure reading are also statistically significant, revealing
more female readers (85%) than male leisure readers (65%). This finding
of greater female pursuit of reading follows Walter's (1929) early study
of youth leisure that claimed that, in 1929, female adolescents, much
more than boys, engaged in leisure reading. No contemporary research
into adolescent leisure or reading has noted gender differences in reading
pursuits.
Other
demographic data on leisure readers reveal statistical significance
in that the students with higher grade point averages are more likely
to be readers, and sons and daughters of mothers and fathers within
the high and low SES levels read more than children of the middle SES
group. The unusual findings of parental occupation of high and low SES
levels and increased readership cannot be dismissed. This finding might
suggest that reading has certain properties -- perhaps as a relatively
cheap leisure activity or as an activity associated with intellectual
ability or high social status -- that make it more appealing as an activity
to parents of low and high socioeconomic levels, rather than middle
socioeconomic parents.
According
to the level of education of parents, it appears that the children of
mothers and fathers who have had at least some college education are
more likely to be leisure readers than children of high school graduates,
although, as the findings indicate, the mother might have the greater
influence. Further, comparing parental level of education to the likelihood
of children's reading demonstrates that there is statistical significance
according to mother's level of education but not according to the father's
level of education; this finding suggests that the mother's influence
is greater on the likelihood of children's reading.
Choices
of reading materials are demonstrated to be largely a personal decision
of the reader. However, when asked who might disapprove of their reading,
readers report feeling disapproval from society (42%) and parents (29%).
And
finally, measurements of the favorite kinds of leisure reading reveal
that the romance novel is, without question, the most popular kind of
leisure book for female adolescents, while for males, favorites vary
and include fantasy/myth, science fiction, and sports as reading materials.
In
response to research into adolescent leisure that has not explored reading
as a favorite leisure activity and in answer to research into reading
that has not examined reading as a leisure activity, this study has
attempted a preliminary investigation of adolescent leisure reading.
Findings of this study attest to the popularity of leisure reading,
especially during the high school years. Understanding adolescent reading
informs and confirms the role of leisure in the adolescent's lived experiences
and, perhaps, in the acknowledgment of reading as adolescent leisure
pursuit, researchers and teachers of youth and of reading are encouraged
to understand that high school youth do read, much more than previously
expected.
The
consistencies and differences between female and male leisure choices
and reading call attention to the gender differences in leisure reading,
which deserve further examination. Findings on the demographic traits
of readers and non-readers and information on the preferred kinds of
reading materials, the felt influences on their reading choices, and
the time spent on reading identify some related issues to the understanding
of leisure reading for adolescent youth and, at the same time, identify
future directions for more research. Contrasting findings of readers'
felt personal choices for reading and their felt sanctions toward their
reading deserve further examination; readers state overwhelmingly that
reading preferences are solely individual choices but, at the same time,
when asked to name who might sanction their reading, they answer "society"
(42%) and "parents" (29%).
Another
unusual finding that needs to be explored further is that, even though
favorite adolescent leisure pursuits are socialization activities (i.e.,
being with friends or sports), reading -- an inherently individual pursuit
emerges as a relatively popular activity. The finding of the relative
popularity of reading -- unexplored in previous studies and confirmed
in this study -- needs to be examined in future research.
Another
area for future research emerges out of this study although it was not
a focus of this study. Future research into leisure reading should seek
information about what media or personal influences started students
reading for fun, what are those "individual" qualities of
reading that adolescents enjoy and how do the occasional and the regular
readers differ in their pursuits and in their reading for leisure. This
study's finding of large leisure readership included both the occasional
and consistent reader; more research can detail demographic distinctions
and differing reading activities between the adolescent occasional reader
and the avid leisure reader. For example, research could explore what
times during the day and what amounts of time do the occasional and
the avid reader pursue.
More
survey data on the popularity of leisure reading with different adolescent
samples of readers can identify the differences in leisure readers who
live in metropolitan areas, suburban areas, inner-city settings, and
so forth. At the same time, future research into the leisure reading
of adolescents from varied geographical, economic, racial or ethic backgrounds
can identify those differences and consistencies among adolescent leisure
readers in our society.
NOTES
1-Bloomington
and Normal are twin cites in central Illinois, about halfway between
Chicago and St. Louis, Missouri. Bloomington's population of 49,000
and Normal's 40,000 population make them among the largest towns in
downstate Illinois. The community is largely white collar; major employers
are State Farm Insurance, Country Companies Insurance, Illinois State
University, Illinois Wesleyan University, with a recent blue collar
employer Diamond Star Motors, an automobile factory.
2-Bloomington's
and Normal's primary and secondary schools draw students from approximately
75 square miles within and surrounding these communities. Although largely
white, middle-class municipalities, the ratios of minorities within
the schools are 14.5% Black, 2.4% Hispanic, and 2.0% Asian. These percentages
are less than the percentages for the entire state of Illinois, which
are 21.6% Black, 9.3% Hispanic, and 2.7% Asian.
3-The
parents' occupations were grouped according to the Socioeconomic Index
Scores for Major Occupations by Duncan's SEI (Weighted Prestige, Education,
Income): for high, professional, technical, and kindred workers, managers,
officials, and proprietors, except farm; for medium, clerical sales,
and kindred workers, craftsmen, foremen, and kindred workers; for low,
operatives and kindred workers, service workers, including private household,
laborers, except farm and mine (Miller 1978).
AUTHOR
NOTES:
Moffitt
thanks Professors Mark E. Comadena and Todd Imahori, Illinois State
University, for their comments and suggestions on this paper and, especially,
Alan L. Moffitt for his help in computing the data.
REFERENCES
Anderson,
Margaret S., Nava A. Tollefson, and Edwyna C. Gilbert. "Giftedness
and Reading: a Cross-Sectional View of Differences in Reading Attitudes
and Behaviors." Gifted Child Quarterly, Vol. 29 (4) Fall 1985,
pp. 186-189.
Blumer,
Herb. Movies and Conduct. New York: The MacMillan Company, 1933.
Csikszentmihalyi,
Mihaly and Reed Larson. Being adolescent. New York: Basic Books, Inc.
Publishers, 1984.
Hollingshead,
August B. Elmtown's youth: The impact of social classes on adolescents.
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Hurt,
B. Boy facts: A study from existing sources. New York: Boy Scouts of
America, 1924.
Kleiber,
Douglas, Reed Larson, and Mihaly Csikszentmihalyi. "The Experience
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Larson,
Reed and Robert Kubey. "Television and Music: Contrasting Media
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Lynd,
Robert S. and Helen Meffell Lynd. Middletown: A study in contemporary
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Lundberg,
George A., Mirra Komarovsky and Mary Alice McIvenry. Leisure: A suburban
study. New York: Columbia University Press, 1934.
Medrich,
Elliott A., Judith Roizen, Victor Rubin, and Stuart Buckley. The serious
business of growing up: A study of children's lives outside school.
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Miller,
Delbert C. Handbook of Research Design and Social Measurement. Third
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Neuman,
Susan B. "The Home Environment and Fifth-Grade Students' Leisure
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335-343.
Neuman,
Susan B. "Television, Reading, and the Home Environment."
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Wahlberg,
Herbert J. and Shiow-Ling Tsai. "Reading Achievement and Diminishing
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APPENDIX
As
a doctoral candidate in communications at the University of Illinois,
I am conducting research into the use of leisure time by teenagers.
In particular, I am interested in those high school students who choose
to read as a leisure activity.
Thank
you for your cooperation.
Mary
Ann Moffitt, Institute of Communications Research, U of I, Champaign-Urbana
I.
First - some personal data.
Your
initials please
female - male
age
year in school
high school
what is your approximate grade point average or what grades do you most
often receive?
occupation of mother
occupation of father
mother's level of education
father's level of education
II.
Reading habits.
- Not
counting books or textbooks you have to read for school assignments,
do you ever read other kinds of books just for fun? YES NO
- If
your answer is NO but you read, say, magazines or other printed materials,
please list below. magazines: other?
- If
your answer is NO and you do not read for pleasure, you do not have
to finish this survey.
- If
your answer is YES, check your favorite kinds of books to read for
pleasure by putting "1" before the most favorite, "2"
for next, etc. romance detective classics non-fiction suspense/spy/mystery
fantasy, myth science fiction adventure, action sports
- How
much total time do you spend reading for a typical, one-day period
(a weekday, not on the weekend)? reading books for pleasure: hours
OR minutes
- What
are other activities you do for leisure or just to relax? (hobbies,
talking on the phone, etc.) If reading is your favorite leisure activity,
underline this sentence. If one of the activities listed above is
your favorite, circle that activity.
- Check
one of the following. The people most important to me (parents, friends)
are extremely influential quite influential slightly influential not
influential on what books I read for pleasure
- My
choice of what books I read for pleasure is decided by: almost everybody
I know most of my friends a few of my closest friends my best friend
my parents my brothers and sisters only myself
- Those
disapproving of my reading my favorite books for pleasure are: best
friends other friends and acquaintances teachers parents sister(s)
brother(s) other people I don't know; the rest of society
- Have
you ever read a romance novel? YES NO
- If
you do read romance novels, only occasionally or a lot, and if you
would let me interview you this summer (takes an hour), please write
your name and phone number below.
phone:
12.
Think of all the times you read for pleasure yesterday. For the timetable
listed below, indicate in the blanks any time during the day when you
read for pleasure. at home, before school
on the way to school
at school, before your first class
during your morning classes
between classes, during the morning
over lunch
during your afternoon classes
at school, after your classes
on the way home
at home, during the evening
or at your part-time job, a friend's house, or other? (list)
13.
How much money do you spend on your pleasure reading for a month?
TABLES:
Table
1. Total Population of Students, By School
Table 2. Total Population of Students, By Year
Table 3. Percentage of Adolescent Readers and Non-Readers By Year In
School
Table 4. Percentage of Readers to Non-Readers By Gender
Table 5. Percentage of Readers to Non-Readers By High School
Table 6. Percentage of Readers to Non-Readers By Grade Point Average
Table 7. Percentage of Readers to Non-Readers by Mother's Occupation
Table 8. Percentages of Readers to Non-Readers By Father's Occupation
Table 9. Percentage of Readers to Non-Readers By Mother's Education
Table 10. Percentage of Readers to Non-Readers By Father's Education
Table 11. Percentage Ranking of Favorite Leisure Activates of Leisure
Readers
Table 12. Percentage Rankings of Favorite Kinds of Leisure Books
Table 13. Percentages of Amount of Time Spent Leisure Reading (Books
and Other Reading) By Gender
Table 14. Percentages of Times During The Day For Leisure Reading
