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"Reading Fiction."
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I don't like to read!
Henry the mouse likes everything about first grade except reading, but with some extra help at school and home, he is delightfully surprised.
Book
The reading background of Goodreads book club members: a female fiction canon?
Purpose
Despite the social, educational and therapeutic benefits of book clubs, little is known about which books participants are likely to have read. In response, the purpose of this paper is to investigate the public bookshelves of those that have joined a group within the Goodreads social network site.
Design/methodology/approach
Books listed as read by members of 50 large English-language Goodreads groups – with a genre focus or other theme – were compiled by author and title.
Findings
Recent and youth-oriented fiction dominate the 50 books most read by book club members, whilst almost half are works of literature frequently taught at the secondary and postsecondary level (literary classics). Whilst J.K. Rowling is almost ubiquitous (at least 63 per cent as frequently listed as other authors in any group, including groups for other genres), most authors, including Shakespeare (15 per cent), Goulding (6 per cent) and Hemmingway (9 per cent), are little read by some groups. Nor are individual recent literary prize winners or works in languages other than English frequently read.
Research limitations/implications
Although these results are derived from a single popular website, knowing more about what book club members are likely to have read should help participants, organisers and moderators. For example, recent literary prize winners might be a good choice, given that few members may have read them.
Originality/value
This is the first large scale study of book group members’ reading patterns. Whilst typical reading is likely to vary by group theme and average age, there seems to be a mainly female canon of about 14 authors and 19 books that Goodreads book club members are likely to have read.
Journal Article
The beast in Ms. Rooney's room
Held back for a year in second grade, Richard can't seem to help getting into trouble, until he gets really interested in reading and helps his class in a special way.
Book
The impact of interpersonal alienation on excessive Internet fiction reading: Analysis of parasocial relationship as a mediator and relational-interdependent self-construal as a moderator
Internet fiction reading is a proliferating recreational activity in China, for its compelling narratives and immersive experience on portable mobile devices. Based on the uses and gratifications theory, the present study aimed to examine whether interpersonal alienation predicted excessive Internet fiction reading. Specifically, when people do not identify themselves in terms of their relationships with others (low in relational-interdependent self-construal, RISC), the tendency to develop imaginary relationships with media figures (parasocial relationship, PSR), was explored as a mediator between interpersonal alienation and excessive Internet fiction reading. A sample of 627 participants completed an online survey regarding interpersonal alienation, PSR, RISC, and excessive Internet fiction reading. Results showed that interpersonal alienation was positively associated with excessive Internet fiction reading, and PSR partially mediated this association. In addition, the mediating effect of PSR was moderated by RISC. Specifically, the mediating effect was stronger for people with low RISC than those with high RISC. It is among the first studies to identify the determinant of excessive Internet fiction reading from the interpersonal perspective and to provide evidence for the association between interpersonal alienation and excessive Internet fiction reading as well as the underlying mechanisms of such relationship. The current study also advances PSR research into the context of Internet fiction. Limitations and implications are discussed.
Journal Article
I can read with my eyes shut !
The Cat in the Hat takes Young Cat in tow to show him the fun he can get out of reading.
Book
Reading Literary Fiction: More Empathy, but at What Possible Cost?
A substantial body of experimental and correlational research has shown that people who read fiction avidly often find themselves transported into the fictional realm, where they use imagination and other cognitive processes to visualize and simulate social processes occurring among the fictional characters. Such processing may foster abilities in both mentalizing and empathy, and it has been shown that readers of fiction outperform nonreaders of fiction on empathy tasks. The current paper, an integrative review of neuroscience and cognitive research, analyzes brain structures and processes to show the possible mechanisms that support this performance difference. The results of this analysis suggest a possible disadvantage for readers of fiction: The use of the brain circuitry that supports mentalizing and empathy while reading may also result in reality monitoring errors. That is, avid readers of fiction may experience difficulties in separating experientially-based knowledge from that which has been derived from fiction. The paper concludes with a discussion of two specific difficulties for fiction readers stemming from reality monitoring deficits. First, readers of fiction may misapply schemas used in fiction (such as the just-world hypothesis) to people and events in the actual perceived world. Second, people may incorrectly apply inferences made while reading fiction to the empirical world, even under circumstances in which such inferences are not warranted.
Journal Article
Library Lil
A formidable librarian makes readers not only out of the once resistant residents of her small town, but out of a tough-talking, television-watching motorcycle gang as well.
Book
Číst, pochopit, interpretovat. Literární prozaický text ve výuce cizího jazyka a ve výuce literatury
In this study, based on observations of our own pedagogical work, we consider different didactic approaches to the same literary text (the short story ‘From Prague to Brno’ by Jiří Kratochvil) in the teaching of Czech as a foreign language and in the teaching of literature, including analysis of literary texts. The starting point is a comparison of the learning objectives in both of these contexts, followed by a presentation of specific tasks and lines of inquiry vis-à-vis the text, their justification, and analysis of student reactions. In conclusion, we emphasize those aspects that should be considered in the teaching of literary and prose texts, not only by foreign language teachers but also (in our view) teachers of literature and literary interpretation.
Journal Article
You can read
In this fun and funny celebration of literacy, kids of all ages will discover that the act of reading is a daring adventure that can take you anywhere! You can read at the playground, under the sea, at the opera and even in outer space! It turns out you can read everywhere! And when you do, you open yourself to a universe of adventure. Presented in light-hearted, rib-tickling verse that's perfect for reading aloud, You Can Read sings it loud and proud: Books are awesome. And so are the people who read them. -- Amazon.com.
Book
Literary reading and eating disorders: survey evidence of therapeutic help and harm
Background
There is growing evidence for the efficacy of self-help bibliotherapy as a treatment for eating disorders, although little understanding of how specific linguistic characteristics may enhance or constrain its effects. Meanwhile, ‘creative bibliotherapy’ (the therapeutic use of fiction, poetry, or sometimes film, rather than self-help books) is widely practised, but even more poorly understood than the self-help variety: although a range of theoretical models exist, claims of the healing power of literature are far more commonly made than tested.
Methods
An online survey including quantitative (forced-choice) and qualitative (free-response) items was designed and administered in collaboration with the charity Beat to investigate the connections between respondents’ reading habits and their mental health, with a focus on eating disorders, and attracted 885 respondents. Responses to two sequences of questions, exploring the differential effects of fiction about eating disorders versus respondents’ preferred genre of other fiction on the dimensions of mood, self-esteem, feelings about one’s body, and diet and exercise habits, were analysed using a 2 × 2 repeat measures factorial ANOVA design for each of the four dependent variables.
Results
Surprisingly, fiction about eating disorders was perceived by respondents as broadly detrimental to mood, self-esteem, feelings about their bodies, and diet and exercise habits, while respondents’ preferred genre of other fiction was experienced as beneficial to mood and broadly neutral on the other three dimensions. The free-response data added detail to these core findings, as well as suggesting numerous other possible effects and mechanisms, drawing attention to the roles of positive and negative feedback structures and of highly selective interpretive filtering, and highlighting the dangers of ‘self-triggering’: using books to deliberately exacerbate an eating disorder.
Conclusions
The findings directly challenge existing theoretical models of creative-bibliotherapeutic mechanisms, which tend to insist on the importance of a close match between the reader’s and the protagonist’s situations. They point the way forward for a new programme of clinical research and practice by suggesting other ways to conceive of how embodied cognitive acts of textually cued interpretation may intervene in the psychopathology of an eating disorder – for good and for ill.
Journal Article