This study investigated the leisure reading of British Columbia grade 6 anglophone French immersion students, attempting to find out their genre preferences, their language preferences, the amounts they read, and whether there were significant differences between the reading of the boys and the girls. It further sought to determine whether there were any relationships between the children's reading and teacher, teacher-librarian and public librarian activities, or the French language materials to which the children had access. Data were collected by means of four questionnaires—to grade 6 immersion students, to grade 6 language arts teachers (English and French), to teacher-librarians in immersion schools, and to public librarians in communities with immersion schools. Statistical analyses were made of: circumstances reported by the teachers, teacher-librarians, and public librarians by isolating the replies of the children in the corresponding classes. This researcher found that: children preferred to read in English; genre preferences varied widely from child to child, and were different between boys and girls; very few activities of teachers, teacher-librarians or public librarians could be related to the volume of children's reading; and very few circumstances of the school library collections could be related to the volume of children's reading. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The problem of this study is to compare certain elements of appeal in favorite comic books and favorite books of fiction read by 384 ninth-grade pupils in the J. P. Elder Junior High School, Fort Worth, Texas, during a three-months period from November 7, 1949, to February 7, 1950. The purpose of this investigation is to ascertain whether the same elements of appeal are common to both types of reading, and whether they compare favorably with the findings of other investigations reported in literature on the subject.

This study investigates the reading habits of three Thai students between their early twenties to early thirties. Although the focus of interest is on their English reading, their reading habits in Thai and English, both fiction and non-fiction, are studied. None of the three subjects regularly reads fiction in Thai or English, and non-fiction books are read almost exclusively for the purpose of study. The research confirms the hypothesis that present reading habits are determined by positive or negative reading experiences in the past. Subjects who enjoyed positive experiences reading fiction or non-fiction in their early years have become regular readers of fiction or non-fiction; the subject who had negative early reading experiences is not a regular reader of any kind of books in either Thai or English. The study does suggest, however, that despite the strong effect of early reading experiences, positive reading experiences in the present can help adults become engaged readers. / English Studies / M.A. (TESOL)

This study investigates the reading habits of three Thai students between their early twenties to early thirties. Although the focus of interest is on their English reading, their reading habits in Thai and English, both fiction and non-fiction, are studied. None of the three subjects regularly reads fiction in Thai or English, and non-fiction books are read almost exclusively for the purpose of study. The research confirms the hypothesis that present reading habits are determined by positive or negative reading experiences in the past. Subjects who enjoyed positive experiences reading fiction or non-fiction in their early years have become regular readers of fiction or non-fiction; the subject who had negative early reading experiences is not a regular reader of any kind of books in either Thai or English. The study does suggest, however, that despite the strong effect of early reading experiences, positive reading experiences in the present can help adults become engaged readers. / English Studies / M.A. (TESOL)