Independent reading: the relationship of challenge, non-fiction and gender to achievement.

READING comprehension; GENDER differences (Psychology); COMPREHENSION; FICTION; NONFICTION; SCHOOL children

To explore whether different balances of fiction/non-fiction reading and challenge might help explain differences in reading achievement between genders, data on 45,670 pupils who independently read over 3 million books were analysed. Moderate (rather than high or low) levels of challenge were positively associated with achievement gain, but non-fiction read was generally more challenging than fiction. Non-fiction reading was negatively correlated with successful comprehension and reading achievement gain. Overall, boys appeared to read less than girls, and proportionately more non-fiction, but this less carefully—especially in the higher grades—and had lower reading achievement. Differences between classrooms in promoting successful comprehension of non-fiction were evident, suggesting intervention could improve achievement. Implications for research and practice are explored. [ABSTRACT FROM AUTHOR]

Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)