Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Sheila Benson

Abstract

This thesis dives into the ideas of why people read and do not read, beginning in their childhood years. Many different factors add to why people choose to read or why they choose not to read. School plays an important role as to why people choose to read because reading is not necessarily a natural process since it is different from learning how to speak. Reading has to be taught and understood fully in order to read independently, understand the material, expand ideas, and connect with the reading. Without this, individuals can become “poor” readers or have a low reader identity or attitude, whereas individuals who do have those strong cognitive skills can become “good” readers with a high reader identity and attitude. Along with school, social and personal factors play a role in an individual's reading. In the thesis study, a group of individuals were asked to read for fifteen minutes every day for two weeks. The point of this study was to see how individuals read on their own and if any factors played a role in their reading that would supplement the ideas in the literature review. The results suggest that women typically read more than men and individuals with individualized education programs (IEP’s), reading difficulties, and/or individuals who come from a non-literate family do not read as much as individuals who came from a literate family and who cognitively grew faster.

Year of Submission

2024

Department

Department of Languages and Literatures

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

5-2024

Object Description

1 PDF (30 pages)

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

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