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• W2017293780 abstract "National data were utilized to examine the influence of reading for pleasure on African American high school students' reading achievement. Overall, the study found that reading for pleasure positively impacted African American students' scores on a standardized measure of reading. Implications for teachers and parents were discussed. ********** According to the National Assessment of Educational Progress (NAEP), African American twelfth-graders scored lower than any other ethnic group on the NAEP Reading Assessment in 2002 (National Assessment of Educational Progress, 2003). This finding is significant in light of the fact that the NAEP Reading Assessment measures reading ability from three different contexts: (a) reading for literary experience, (b) reading for information, and (c) reading to perform a task. Also, the NAEP Reading Assessment measures four different aspects of reading: (a) forming a general understanding, (b) developing interpretation, (c) making reader/text connections, and (d) examining content and structure. In view of the fact that African American twelfth-graders' scores on the NAEP Reading Assessment fall below those of other ethnic groups and because reading comprehension and related skills impact success on standardized tests and academic achievement, it is imperative that teachers and parents of African American students understand the importance of these test results and seek practical solutions to improve African American students' reading skills. The literacy development of African American students has been discussed for many years. Much of the research on African American literacy has focused on community literacy practices (Heath, 1983), the importance of historical literacy practices (Gadsen, 1992), the need for teachers to create culturally relevant literacy experiences (Ladson-Billings, 1992), the need for African American students to acquire the dominant discourse (Delpit, 1992), and the role of parental involvement (Edwards, 1992). Additionally, researchers have also focused on school adaptation and cultural orientation (Ogbu, 1992), the role of process teaching (Walker, 1992), and the need for schools to teach basic skills (Hirsch, 1987) as various explanations to account for the poor performance of African American students on achievement tests. While all of the above-mentioned research issues are important and shed light on issues impacting the literacy development of African American students, additional research is needed that examines the effects of non-assigned reading experiences on African American students' reading achievement. This line of research will enable instructional developers and teachers to design curricula that are based on African American students' experiences. By exploring the effects of leisure reading, this may help to generate strategies for teachers and parents who want to improve African American high school students' reading skills. Toward that end, this study was designed to analyze the impact of African American students' leisure reading experiences on their reading achievement. Methodology Data Source Data for the present study was drawn from the National Education Longitudinal Study of 1988 (NELS:88). NELS:88 is a nationally representative, longitudinal study designed to measure the impact of a wide-array of individual-level and institutional-level characteristics on academic achievement, social growth, secondary education experiences and outcomes, and career attainment (Curtin, Ingles, Wu, & Heuer, 2002). The fourth follow-up data collection served as the primary data source for the present study. The fourth follow-up data (2000) includes all data collected from the base-year (1988), first follow-up (1990), second follow-up (1992), and the third follow-up data (1994) collections. The primary independent variable in the present study was based on students' responses to the following question: How much additional reading do you do each week on your own outside of school-not in connection with school work? …" @default.
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• W2017293780 date "2003-01-01" @default.
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• W2017293780 title "Exploring the Influence of Reading for Pleasure on African American High School Students' Reading Achievement" @default.
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• W2017293780 doi "https://doi.org/10.1353/hsj.2003.0015" @default.
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