The link between fiction and teenagers' reading skills: International evidence from the OECD PISA study
The link between fiction and teenagers' reading skills: International evidence from the OECD PISA study
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DOI：
10.1002/berj.3498
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发表时间：
2019-02-01
影响因子：
2.3
通讯作者：
Moss, Gemma
中科院分区：
文献类型：
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作者：
Jerrim, John;Moss, Gemma
众所周知，阅读量大的孩子往往在学术阅读测试中取得更高的分数。然而，关于阅读不同类型的文本和年轻人的阅读表现之间的联系，人们知之甚少。我们使用国际学生评估项目（比萨）2009年的数据库调查这个问题，探讨青少年阅读五种不同类型的文本（杂志，非小说，小说，报纸和漫画）的频率和他们的比萨阅读成绩之间的关联。通过分析来自35个工业化国家的25万多名青少年的数据，我们发现了相当大的"小说效应"的证据;经常阅读这类文本的年轻人比不阅读的同龄人有更强的阅读能力。相比之下，其他四种文本类型的情况并非如此。因此，我们得出结论，鼓励年轻人阅读小说可能对他们的阅读技能特别有益。鼓励小说阅读的干预措施可能对来自弱势社会经济背景的男孩特别重要，他们不太可能阅读这种文本类型。
It is well known that children who read more tend to achieve higher scores in academic reading tests. Much less is known, however, about the link between reading different types of text and young people's reading performance. We investigate this issue using the Programme for International Student Assessment (PISA) 2009 database, exploring the association between the frequency with which teenagers read five different types of text (magazines, non-fiction, fiction, newspapers and comics) and their PISA reading scores. Analysing data from more than 250,000 teenagers from across 35 industrialised countries, we find evidence of a sizeable 'fiction effect'; young people who read this type of text frequently have significantly stronger reading skills than their peers who do not. In contrast, the same does not hold true for the four other text types. We therefore conclude that encouraging young people to read fiction may be particularly beneficial for their reading skills. Interventions encouraging fiction reading may be especially important for boys from disadvantaged socio-economic backgrounds, who are less likely to read this text type.