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Topping K. J., Samuels J. & Paul T. (2008). « Independent reading: the relationship of challenge, non-fiction and gender to achievement ». British Educational Research Journal, vol. 34, n° 4, août. En ligne : <http://ejournals.ebsco. ... ContributionID=14576931>. 
Added by: Marie Gaussel (23 Jun 2010 13:34:31 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Topping2008
Categories: Apprentissages et psychologie
Keywords: genre, lecture
Creators: Paul, Samuels, Topping
Collection: British Educational Research Journal
Views: 604/1378
Views index: 18%
Popularity index: 4.5%
URLs     http://ejournals.e ... ibutionID=14576931
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.
Added by: Marie Gaussel  
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