Reading and Writing

, Volume 23, Issue 1, pp 73–96

Relationships between sixth-graders’ reading comprehension and two different measures of print exposure

  • Louise Spear-Swerling
  • Pamela O. Brucker
  • Michael P. Alfano
Article

DOI: 10.1007/s11145-008-9152-8

Cite this article as:
Spear-Swerling, L., Brucker, P.O. & Alfano, M.P. Read Writ (2010) 23: 73. doi:10.1007/s11145-008-9152-8

Abstract

This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits, not with other habits such as nonfiction book or magazine reading, and had a stronger relationship to all tested reading abilities than did the RHQ. Strong comprehenders in reading outperformed weak comprehenders on all component reading measures, ART score, and fiction habits; however, weak comprehenders scored higher than did strong comprehenders on the indicator of nonfiction reading habits. The two groups of comprehenders did not differ significantly on other reported reading habits. The results are discussed in relation to children’s specific book choices and demonstrate the relevance of genre to evaluations of children’s print exposure.

Keywords

Author recognition testsPrint exposureReadingReading comprehensionReading habits

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Louise Spear-Swerling
    • 1
  • Pamela O. Brucker
    • 1
  • Michael P. Alfano
    • 2
  1. 1.Department of Special Education and ReadingSouthern Connecticut State UniversityNew HavenUSA
  2. 2.Neag School of EducationUniversity of ConnecticutStorrsUSA