Document Type

Journal Article

Publisher

Wiley-Blackwell

Faculty

Faculty of Education and Arts

School

School of Education

RAS ID

19247

Comments

This is the peer reviewed version of the following article: [Merga M.K. (2014). Exploring the role of parents in supporting recreational book reading beyond primary school. English in Education, 48(2), 149-163], which has been published in final form here. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

Abstract

Levels of aliteracy have been found to rise in adolescence, and this article explores the potential influence of parents on this trend. The views of adolescent students who took part in semi-structured interviews for the West Australian Study in Adolescent Book Reading (WASABR) provide insight into how parental support may change in the adolescent years. Student perspectives support earlier findings that there is an expiration of parental encouragement in many cases, though this sometimes occurs as children are avid readers and thus the support is no longer deemed necessary. The experiences of students with parents who provided continued encouragement into adolescence are examined, with consistent characteristics emerging from the qualitative data. The article identifies optimal mechanisms through which parents can play an important role in supporting their children's recreational book reading into adolescence.

DOI

10.1111/eie.12043

Included in

Education Commons

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