how to become an engaged reader? findings from german ... garbe wc2014.pdf · school attendance...

How to Become an Engaged Reader?

Findings from German Biographical and

Developmental Reading Research

Prof. Dr. Christine Garbe,

University of Cologne

Amsterdam, 21 November 2014

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Table of Contents

1. Why reading engagement matters

2. How to become an engaged reader? Findings from

reading biographies and research on reading

socialization – one example

3. The prototypical positive development of reading

socialization

4. The acquisition model of reading competence: reading

acquisition tasks in early childhood, childhood and

adolescence

5. Measures / methods of a development- and gender-

sensitive reading / literacy promotion

1. Why reading engagement matters?

A new definition of reading literacy in PISA 2009

PISA 2009:

Reading literacy is „understanding, using, reflecting on and

engaging with written texts in order to achieve one´s goals, to

develop one´s knowledge and potential, and to participate in

society.“

(OECD 2009: 40)

PISA 2000:

"Reading literacy is understanding, using, and reflecting on

written texts, in order to achieve one’s goals, to develop one’s

knowledge and potential, and to participate in society."

(OECD 2002: 25)

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1. Why reading engagement matters? A new

definition of reading literacy in PISA 2009

Some findings from the PISA Study 2009:

“In all countries – except Kazakhstan – students who enjoy

reading the most perform significantly better than students

who enjoy reading the least.” (OECD 2010b, S. 24)

“Students who are familiar with several written codes and

practice reading a variety of styles appear to master

reading better than students who are more restricted in their

reading habits.” (OEDC 2010b, S. 39)

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1. What is reading engagement?

The American researchers John Guthrie & Allan Wigfield emphasized in

their basic article „Engagement and Motivation in Reading“ (in: Handbook

of Reading, 2000) the central role of motivation:

„because motivation is what activates behaviour. A less motivated

reader spends less time reading, exerts lower cognitive effort, and is less

dedicated to full comprehension than a more highly motivated reader“

(Guthrie / Wigfield 2000, p. 406)

”As students become engaged readers, they provide themselves with

self-generated learning opportunities that may be equivalent for several

years of school education.” (Ibid.)

„Engaged readers [...] coordinate their strategies and knowledge

(cognition) within a community of literacy (social) in order to fulfill their

personal goals, desires, and intentions (motivation).“ (Ibid., p. 404)

2. How to become an engaged reader?

Dutch model: de doorgaande leeslijn 0–18 jaar (2005)

What is wanted from me: Overview of German research in this area related to practical consequences

Outline: a) Example – b) theory (models) – c) guidelines for practice of reading promotion

Relax! It will be dense, and you will hopefully learn something which is important for you! But you don´t need to understand everything – there will be no test at the end ;-))!

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2. Preconditions of success or failure in literacy growth – reading biographies of adolescents and young adults

• Etymology: Bio[s] (Greek) = the life; graphein (Greek) = writing biography = description of a person‘s life story; description of a life;

“Writing a life” = construction of meaning of (a person‘s) life, interpretation of one´s own life

• A reading biography (media biography) answers to the question: What is the meaning of reading (of media) in my life? This question aims at the subjective meaning and subjectively meaningful functions of reading.

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2. From the single biography to a

developmental scheme

• Development of reading autobiography corpora: Stimulus with appealing text, afterwards 90 min of writing the individual reading autobiographies during academic courses.

• Sample: Mostly students therefore „prototypical positive developmental scheme“

• Qualitative, reconstructive analysis of the texts

• “If for example in a great corpus of autobiographies independent from each other specific statements continuously appear, this has a stronger effect on generalizations than statements appearing in single autobiographies only, where it is to be questioned whether the described fact is typical for a greater group or not” (transl. from Graf & Schön 2001: 621)

2. The basic structure of reading / media

experiences / reading biographies

The Context Personal interactions, social

situations, institutional

contexts

(family, kindergarten, school,

friends, peer groups…)

The Text Cultural system

of meaning, text

genres, text

complexity…

The Reader Individual aptitudes,

needs,desires,

competencies… Inspired by: Charlton &

Neumann 1992

“I had my first contact with books when I was a toddler. My father used to look at the same picture book with me every single night over a longer period. I enjoyed it every time and I didn’t care that the book only had four pages. A little later it was rather my mother, who read fairy tales as bedtime stories to me. As soon as I could read myself, I turned into a real “bookworm”. I vividly imaged the stories and often I was lost in reverie. Every children’s book I found was devoured immediately…

A reading autobiography of a

female student (19)

The most pleasure I experienced in reading books by Astrid Lindgren, like Madita, Michel and Pippi Longstocking. I daydreamed of the protagonists’ worlds and played with the stories in my mind. I believe that I have read the Pippi Longstocking books more than ten times because they fascinated me and I couldn’t turn my attention from reading. I even took it that far that I chose Pippi to be my role model. I wanted to be as strong, as sassy and as fair-minded as she was and I truly adored her. After this period of time that was dominated by Astrid Lindgren’s books, I had a phase where I mainly read Enid Blyton’s books…


female student (19)

Besides detective stories for adolescents like “The Famous Five”, I liked reading boarding school stories with great pleasure, like the “St. Claire’s” or the “Mallory Towers” series. While reading, I always pictured real scenes with my inner eye, almost like in a movie! I was such a devoted reader that I started reading to my little sister, who was carried away by the stories just like me. Then there was later a time, where I started to read novels for adults. Love and detective stories belonged to the top of my hit list, f. e. Ken Follett.


female student (19)

Then, I reached puberty and I rarely read anymore. The reading that was assigned by school was completely enough. However, these books often bored me and didn’t really make me have fun reading. During the upper form at grammar school I finally got a new German teacher who really seemed to be competent… The texts we read were interesting for the most part and I didn’t feel as if the additional information and interpretation were an uncomfortable duty only; in contrast, I even felt pleasure in approaching the deeper contents of a text…


female student (19)

I felt like this especially with “The Metamorphosis” by Kafka. After reading it for the first time, I used to talk to my friends about the book, still laughing: “This Kafka guy must have taken psychedelic drugs we don’t even know anymore today. Why else does he get the idea to write about a guy, who wakes up and feels as if he were transformed into a bug…?” However, the more often I read “The Metamorphosis”, and dealt with the plot, the more genius I believed Kafka to be…


female student (19)

I felt this way later with many books I read at school; nevertheless, I mostly read the compulsory reading only. I continued to read only little in my personal life, actually just sometimes during bus rides to school or in the holidays. And this is how my reading habits can still be described. In the majority of cases, I don’t feel like reading texts in spare time besides the ones that are relevant for my studies at the University, and that’s why I read in the train mostly. In these situations, I mostly read detective stories or humorous love stories because they help me relax in a special way.”


female student (19)

3. Results of biographical reading research: A prototypical

developmental scheme of literary and reading socialization

Primary

literary

initiation

Acqui-

sition of

literacy

skills

Reading

children‘s

literature

for

pleasure

Rea-

ding

crisis

Non-

fictional

reading ♂

Secondary

literary

initiation ♀

Compulsory reading

Instrumental reading

Concept reading

Reading for

(world and self)

comprehension

Participatory reading

Aesthetic reading

Intimate reading

Early

childhood/

preschool

Beginning of

school

attendance

Childhood (6

-12 yrs.)

Puberty (12-

15 yrs.) Adolescence

(15-18 yrs.)

Adulthood (from 18

yrs.)

No/little

reading

Family,

mothers

mostly

School

School,

peers/peer

groups, media

Friends, peer

groups,

teachers

Libraries Vocat. traning,

studies, job …

Social environment: dominant stimuli

Ontogenetic developmental stages: biography

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3. Background: seven modes of reading

according to Graf (2004)

Compulsory

reading Instrumental

reading

Concept

oriented

reading

Reading for

(world) com-

prehension

Intimate

reading

Participa-

tory reading Aesthetic

reading

Transfer Social-

communicative

Important publications by Werner Graf: Reading Genesis in Childhood and Adolescence (2007);

The Meaning of Reading (2004)

Graf, Werner (2007): Lesegenese Graf, Werner (2004): in Kindheit und Jugend. Einführung Der Sinn des Lesens. in die literarische Sozialisation. Münster: LItVerlag. Baltmannsweiler: Schneider-Verlag.

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19 The concept of reading socialization

• In the 1970s/1980s the theory of socialization became the leading paradigm in educational and social sciences: exploration of all intentional influences and non-intentional conditions which transform a new born child into a “human being capable of acting in its social environment” (= “gesellschaftlich handlungsfähiges Subjekt”), making him/her a competent member of society (B. Hurrelmann 1999, 2002)

• The previously prevalent concepts of “reading development” (suggesting a “natural” inner process of growth) and “reading education / literary education” (suggesting that only intentional intervention counts) were replaced by the broader concept of “reading socialization”.

20 Research on reading socialization

1. Socialization for reading (i.e. becoming a reader): How does a

child, an adolescent or an adult become a habitual reader? Which factors, which influences by persons, authorities, institutions of reading education, which offers of reading materials and media are of special importance for a successful reading career?

2. Socialization by reading: How does reading influence the

process of socialization or personal development of a reader? What particular functions and individual meanings does reading have for the social competences and personal growth of a human being in the present society? (Eggert/Garbe 2003, 2nd ed.)

Hartmut Eggert / Christine Garbe

(1995/2003): Literary Socialization 21

• Eggert, Hartmut; Garbe,

Christine (1995): Literarische

Sozialisation. Stuttgart: Metzler

• Focus on literary socialization of

German children and

adolescents in the media society

• 2nd ed. (2003): an additional

chapter on the PISA survey is

included

1998 – 2006 Research Focus Programme „Reading

Socialization in a Media Society“, funded by the

German Research Foundation

Hartmut Eggert

Christine Garbe

Norbert Groeben

Bettina Hurrelmann

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Groeben/Hurrelmann (2004): Reading Socialization in

the Media Scoiety. Current State of Research

Groeben, Norbert; Hurrelmann,

Bettina (2004): Lesesozialisation

in der Mediengesellschaft. Ein

Forschungsüberblick. Weinheim:

Juventa

Collection of essays: the process

of reading socialization is recon-

structed according to dynamics

of co-construction

The current state of research in

the field of reading socialization

is outlined

Model of “reading competence in the

context of socialization” (Hurrelmann)

the human being in society: agency, en-gagement, citizenship

normative justification normative feedback

effects social

personal

conditions Social /personal /

media environment

normative aspects dimensions of reading competence

cognitions motivations emotions reflections communication about texts

descriptive aspects

Fig.: B. Hurrelmann 2002 (Reading competence in the context of socialization)

Dimensions and subscales of reading

competence according to PISA

Reflect on

and evaluate

form of

text

Reflect on

and evaluate

content of

text

Develop

an

interpretation

Retrieve

information

Form a

broad

understanding

Subscale of

retrieving

information

Subscale of

interpreting

texts

Subscale of

reflection and

evaluation

Overall scale of reading

Reading competence in PISA and as cultural

practice – two approaches to reading

cognition reflection

Socialization Model PISA Model

cognition

emotion

motivation

reflection

Communi-cation

4. An acquisition model of reading competence

(Garbe, Holle & von Salisch 2006)

Adolescence Adulthood

Family

Kindergarten

Primary

School

Secondary School Job /

Studies

Early Childhood Childhood

Plateau of emergent literacy and interpersonal literary practices

Plateau of heuristic literacy and

autonomous literary practices

Plateau of functional literacy and

literary discourse

CHILD

perspective:

„WE read

together

and I

participate“

„We“

CHILD perspective:

“I can read

autonomously what I

want to read”

“Me”

ADOLESCENT perspective

„I read myself and my world in

the mirror of the others“

„The Others“

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 years

4. The idea of plateaus instead of

stages

KG 1 2 3 4 5 6 7 8 9 10 11 12 13

supported reading

independent reading

fluent / strategic reading

adaptive / reflective reading

Basic ideas of the acquisition model of

reading (Garbe, Holle 2006)

Developmental perspective: stage of life (e.g. early childhood; 0-6 years)

Acquisition task (from the point of view of the child), e.g.:

I want to express my experiences and feelings by means of visual (body) and

oral language in order to communicate with my „significant others“…

I want to know how reading and writing activities of adults (elder brothers or

sisters…) work.

Expected competence profiles on the respective plateau, e.g..

Emergent literacy / interpersonal literary practices

emotions / motivation cognition communication/

reflection

Plateau 1: „WE read together and I participate“

(Emergent Literacy / Interpersonal Literary Practices)

Acquisition Tasks Family, Pre-Primary, Elementary School up to Grade 2 Making the transition from orality to literacy – the role of talking about literature („(para-) literary communication“) and supported reading:

Emergent Literacy: Oral story-telling detached from the situational context;

exploring the alphabetic principle Interpersonal Literary Practices: Literacy as a means to play, to access

the realm of phantasy, to symbolize emotions

The children themselves are not able to read yet as they only learn to read in school contexts. However, many come in contact with written texts when they are being read to by adults, for example. On this plateau, children can only experience reading with the help of ´competent others´ in a situation of play: „WE read together and I participate.“

Plateau 2: „I can read autonomously whatever I like. “

(Heuristic Literacy / Autonomous Literary Practices)

Acquisition Tasks Family, Peers, Primary School from Grade 1 through 6 Making the transition from decoding to reading fluency – The role of extensive and autonomous reading for pleasure during childhood: Heuristic Literacy (Exploring Literacy): Learning conventions of written language,

independent reading of texts; automatisation of basic reading processes (reading speed and accuracy), transition from learning to read to reading to learn

Autonomous Literary Practices: Reading for pleasure let the reader indulgence

their phantasies with a true immersion experience. It helps to develop personal reading perferences and genre preferences as well as the abilty to generate mental images with texts through projection and empathy.

On this plateau, reading for pleasure lays the foundation to a stable reader identity.

Plateau 3: „I Read Myself and My World in the

Mirror of Others“ (Functional Literacy / Literary Discourse)

Acquisition Tasks Secondary School from Grade 7 through 13

Making the transition from fluent decoding to adaptive and strategic reading – reading to get to know the world and to build an identity; reading to stimulate reflection and communication about texts.

Functional Literacy: Acquiring and consolidating cognitive and meta-cognitive reading strategies in private, school and professional contexts. Reading should be a matter of all school subjects.

Literary Discourse: Texts can be a means to make sense of the world and to build identity. Students learn to appreciate to be a part of literary culture and a cultural community.

5. How to promote reading for pleasure and

literacy growth on the different plateaus?

Rosebrock, Cornelia; Nix,

Daniel (2008, 7. Aufl.

2014): Basics of Reading

Instruction and

systematic Reading

Promotion in Schools,

Baltmannsweiler:

Schneider Hohengehren

The „didactic“ model of reading

competence (Rosebrock & Nix, 2008)

A Set of Methods for Systematic Reading Promotion in

(and outside of) Schools acc. to Rosebrock & Nix (2008)

• Aquisition of literacy / learning to read and write / alphabetisation

• Aquisition of reading fluency / reading aloud approaches

• Aquisition of stable reading habits / motivation: sustained / scaffolded silent reading approaches

• Comprehension instruction: teaching cognitive and metacognitive reading strategies

• Content area literacy: supporting domain-specific reading competences for reading fictional and non-fictional texts

• Reading animation: Organizing all kinds of reading events to stimulate motivation and engagement.

5.1. Measures and methods for development- and gender-

sensitive reading and literacy promotion on plateau 1

Giving children of both sexes access to symbolic worlds

constituted by language

Exercising to communicate detached from the specific

situation: Story-Telling

(Pre-/para-) Literary Discourse: nursery rhymes, poems,

songs, tongue twisters, puns and riddles

Joint Reading of Picture Books

Reading stories out loud and talking about it

Making fathers and male teachers part of education

Selecting stories that are also attractive to boys

1. Developing reading fluency is the main focus of grades 3

to 6. Children need to practice basic reading processes so

that they can read longer texts without struggling to

decode the text.

Reading „aloud“ programmes (paired reading,

repeated reading exercises)

2. Indulging in autonomous reading for pleasure is the

objective of grades 3 to 6 to stimulate motivation.

Reading „a lot“ programmes: Stimulating reading

through Guided Independent Reading Programmes

and Reading Animation Programmes



Practicing strategies to read and to learn: functional reading in all subjects

Supporting to read non-fictional texts: building vocabulary, knowledge about text structures and world knowledge

Supporting literary reading: Knowledge about texts and genres, deepening the understanding of texts, dialogic learning and communicating about literature in a creative way.



Universität zu Köln

Thank you very much for your attention!

Prof. Dr. Christine Garbe

Institut für deutsche Sprache und Literatur II

Universität zu Köln

[email protected]

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