Culturally and Linguistically Diverse Students' Perceptions of Out-of-School Pleasure Reading during the Academic Year: A Mixed Methods Study

Abstract

The aim of this mixed methods study was to more fully understand the perceptions that seven culturally and linguistically diverse 3rd and 5th grade students and their parents hold regarding out-of-school pleasure reading during the academic school year and the out-of-school pleasure reading practices of the students. Data collected included semi-structured interviews with students, a parent interview, student reading logs, student and parent surveys, and field notes. Informed by socio-cultural theory and transactional reader response theory, five themes emerged from the student data: (1) students view themselves as responsible for choosing to pleasure read; (2) students view pleasure reading as an avenue for adding to their knowledge base; (3) students believe that several strong distractions and deterrents in the home hinder the amount of time students read for pleasure; (4) students desire more social interaction about texts they read for pleasure; and (5) students have experienced emotional responses to texts. Three themes emerged from parent data: (1) parents believe reading leads to success in school and better opportunities in the future but this belief system is inconsistently communicate this to their child; (2) parents want to learn more ways to encourage their child’s pleasure reading; and (3) parents believe educators should share research regarding the benefits of pleasure reading. Implications include ways to support pleasure reading at home for culturally and linguistically diverse students, as well as guidance for parents.