Research on reading with children has indicated problems
with vocabulary development and "higher" reading
skills, rather than in decoding; research with adult literacy
and language learners has indicated that similar difficulties
persist after basic reading skills have been acquired. This
may be due, in part, to insufficient practice in applying
skills inside and outside the classroom, and to a lack of
reading material which is engaging and adult in content,
but accessible, for emergent readers.
Proficient adult readers bring a great deal of existing
knowledge and experience to bear on texts, which new or
emergent readers may never have acquired. This will include
understanding of how different types of text are constructed
and therefore the most appropriate ways of tackling them.
In October 2005, the Vital Link published an evaluation
of practitioner and library work, entitled Confidence
all round: The Impact on Emergent Adult Readers of Reading
for Pleasure through Libraries, including interviews
with learners. More than three-quarters of learners reported
enjoyment, inspiration and creativity from reading as well
as confidence, an improvement in literacy skills, a sense
of social inclusion, a change in values and greater knowledge
and understanding. In other words, readers gained knowledge,
skills and changed attitude: they had become successful
learners.
Essex County Council libraries and Essex County Council
Adult and Community Learning have a well-developed partnership
in promoting reading for pleasure, entitled 'Quick Reads'.
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full case study
The main success factors are defined as follows:
- The reading for pleasure approach works best with
readers who are not absolute beginner readers
- Library staff use an informal approach to involve
learners and enthuse about reading
- Reader development techniques such as talking about
covers and guessing games based around fiction categories
are used to introduce learners to the books
- Tutors and library staff place emphasis on valuing
everyone's opinion
- Book discussions and visits by library staff have
now become part of core activity
- Activity in classes developed with learners borrowing
books, talking about them in class, recommending to
each other and writing comments in a reading diary or
for the website. Group visits to the local library were
often a natural outcome of the work, with learners encouraged
to use the library independently, to borrow Quick Reads
and use other facilities
- Reading groups developed outside class. Reading celebrations
are held in colleges to highlight learners' achievements
- Learners and tutors contribute suggestions for new
titles, and reviews from learners are published in a
review leaflet. Many learners also add their reviews
to the website (Essex County Council's Ask Chris website
- www.essexcc.gov.uk/applications/ask/default.htm)
and use the site to see other readers' views of books
Essex is currently participating in NRDC tutor-led research
on the impact of reading for pleasure on learners and results
will be published.
Quotes from learners indicate the wide variety of benefits
they discover from reading for pleasure activities. These
range through increased interaction with their children,
to developing their imagination, to increased self-esteem
and carrying over knowledge about text to their own writing
skill.
"With a book I think you get in more deeply: you
have got your own imagination and I think that is brilliant."
Adult learner, Derbyshire
"You take a look how it's written down [in your
book] so you've got an idea of how to write yours. Then
I can phrase it properly; when I read I notice that if they've
used one big paragraph, I can do the same."
Adult learner, Leicestershire
"My little girl is only three, but if I am sitting
reading a book she will pick one up and say, 'I am reading
my book'. So it does encourage her to pick up something
and have a look - copy off mummy."
Adult learner, South Tyneside
"You are not spoken down to, you are spoken to.
You are a human being." (Commenting on a reading
group run by a provider)
Adult learner, Barrow
"Whatever you say it is never put down and it is
always a different opinion. It is your opinion and it is
not wrong. You are just seeing it differently."
Adult learner, Essex
"I think it has taken the fear away from looking
at different work." (Reflecting on the impact wider
reading and reading group has had on confidence)
Adult learner, Leicestershire
"When [learner's name] was reading The Tempest she
said, 'I understand that, so now I'd like to see a Shakespeare
play'. So there's thirty of us going tomorrow to an open-air
Shakespeare play of Romeo and Juliet."
"Just the basic discussions about the books - everyone's
different opinions, whether they enjoyed it - I enjoy doing
it and I think we wouldn't come back if we didn't enjoy
it."
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