PARENTAL INVOLVEMENT AND
BOY’S READING INTEREST LEVEL

“I like reading because it helps me learn new things!”

“I like reading because it is fun listening and you can learn from books. I know some words and will learn new words!”


“I can learn how to write stuff!”

“It tells you things.”

“I can pick out my own book and my mom will read it. Books make me feel better and sleep good!”


It may be hard to believe, but these quotes came from Kindergarten boys in central Indiana. They were read to and then were asked a series of questions about reading. What can be done to get boys more interested in reading? Dr. John McCracken started asking the same question while teaching at Indiana Wesleyan University. As a professor of Children’s Literature, he wanted to find out more about young boys and their interest in reading. He went beyond studying previous research and studies; he started performing his own and also having his students conduct research. Various questions have been asked and different approaches have been used to find out more about boys and reading. One question asked the following: to what degree does a parent’s involvement in the pre-kindergarten boy’s reading affect his interest in books and reading once in school? The attempt to answer that question went like this…

So just how helpful is it for parents to read to their children before school? We decided to find out. We knew we would have to work with boys who had just started school, so naturally, we went to Kindergarten. After choosing the book “No, David!” by David Shannon, and developing an observation checklist and teacher and parent surveys, we began our research. We began by reading the book to one boy at a time. An observer watched how he reacted to the story as well as the pictures. The observer then asked the boy a few questions, such as making predictions, describing what he liked about reading, and explaining how often he was read to before Kindergarten. Twenty-one boys were read to and questioned from three different schools and seven different classrooms. The responses varied but were encouraging. A survey was sent home to the parents asking how often the boy was read to before kindergarten and what books he enjoyed. A survey was also given to the teacher to evaluate how his reading has developed since being in school. After collecting all the surveys, the data was compiled and the information was compared.

The results may not be shocking, but nonetheless, they are beneficial in finding out more about boy’s reading interest, especially prior to school. While observing the boys, it was obvious which ones had been read to previous to Kindergarten. Overall, those with prior book experience were more responsive and showed higher interest in the story. First, we found that the boys often develop positive feelings toward reading because it has been a special experience with their families. We tend to be drawn to activities that yield positive feelings and in which we are most comfortable. Second, boys will become more interested in reading as they become more confident in it. The male gender generally enjoys doing things they succeed in, and we believe that it is no different for boys and reading. If they have the opportunity to become comfortable and confident in reading, their interest will improve. Finally, boys need to have books available at home and see adults enjoying reading. Parents need to share the importance of reading and how they love to read with their children, this way, children will develop a love for reading on their own. Data supports that if parents have read to their son from a young age, he will typically be more interested in reading and see it as important. As one mother said, “Starting early is the best way to gain a love for reading.”

Three professional texts supported our findings. Although they did not directly address children’s interest in reading, they did support parent involvement in reading at young ages. According to Alice Sterling Honig in “Exploring the Magic of Stories Together,” parents’ involvement in their young child’s reading will help the child develop enjoyment when interacting with books. She also emphasized the importance of parent’s enthusiasm and interest for reading. An article by Suzanne Rust counseled parents on the importance of reading to children, with the result of that child’s later academic success in school. Reading to young children also creates a strong loving bond and quality family time, which will increase the child’s interest level. Finally, Susan B. Neuman stated that “one of the best gifts you can give to your child is a lifelong love of reading, and that begins by reading out loud every day. It’s never too early to start”…”children who have been read to since their earliest years do better in reading than their peers who haven’t had the same advantage.” When boys perform better academically, they will gain more confidence, and therefore be more interested.

In conclusion, we were encouraged by the results of the research we were able to conduct. We found that in general, the boys were interested in reading. The boys that were read to more often were more captivated by and responsive to the story. They were more interested in looking further into the story and discussing pictures and favorite parts. Facial expressions and body language of these boys also supported their interest in reading. The boys who had been read to were more expressive with their feelings while we read to them. Those who had not been read to as much were more conserved with their emotions. Based on our research, we are confident to say that a boy’s interest in reading is largely influenced by his parents’ involvement.



Sources:
People:
Kindergarten Teacher, Northwestern Elementary School

Kindergarten Teacher, Lincoln Elementary School

Mother of a Kindergartener, Northwestern Elementary School

Articles:
“Exploring the Magic of Stories Together”, Alice Sterling Honig, Scholastic Parent and Child. New York: Feb/Mar 2004. Vol. 11, Iss. 4; pg. 25, 2 pgs.

“Doctor’s Orders: Read Early”, Suzanne Rust, Black Issues Book Review, May/Jun 2005, Vol. 7 Iss. 3, p. 65, 1 pg.

“Read to Me!”, Susan B. Neuman, Scholastic Parent and Child. New York: Sep. 2005, Vol. 13, Iss. 1: pg. 27, 1 pg.