Developing reading comprehension with different text types

Over the last decade, children’s daily reading habits have changed considerably and will continue to change in the future; we therefore need to understand the implications of these reading habits on reading skill and development.  In our work with children and adolescents, we have examined a wide range of reading habits (e.g., books (fiction, factual, school), magazines, comics, emails, text messages, blogs, social networking sites, web browsing) and found that there is a particularly close relationship between children’s and adolescents’ reading skills and their reported time spent reading fiction books.  We have also found that children’s type of reading motivation influences their choice of texts.

For more information on these projects, please access the posters below.

McGeown, S. P., Duncan, L. G., Griffiths, Y., & Stothard, S. E.  (2015). Exploring the relationship between adolescents’ reading skills, reading motivation and reading habits.  Reading and Writing: An Interdisciplinary Journal, 28, 545-569. 

Duncan, L. G., McGeown, S. P., Griffiths, Y., Stothard, S. & Dobai, A.  (2016). Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.  British Journal of Psychology, 107, 209-238.

McGeown, S. P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G.  (2016). Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors.  Journal of Research in Reading, 39, 109-125

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