JOURNAL: EDUCATION AND DEVELOPMENT, RESEARCH AND PRACTICE

A Study on Children’s Interest towards Reading - a

Questionnaire-Based Survey
Oltea HRITCU, Maria Doina SCHIPOR

Education and Development, Research and Practice (EDRP)

Vol. 1, No. 1, (2014), October, pp. 1-7

On behalf of “The Education Sciences Faculty” U.SV.

Proceedings of the 11th edition of the International Conference on Sciences of Education Suceava, 14-15 June 2013

A Study on Children’s Interest towards Reading - a Questionnaire-Based

Survey

Oltea Hritcu
“Ștefan Cel Mare” University of Suceava, Romania

Maria Doina Schipor

“Ștefan Cel Mare” University of Suceava, Romania

Abstract: In a society dominated by mass-media, which offers many temptations and seizes and reorients young people’s
interests, reading has lost ground. The importance given to reading has clearly diminished, as it is no longer favoured by our
pupils. This represents a real problem, especially for the teachers from the pre-university education system, who sometimes
feel powerless when facing the challenges of the contemporary world and who try by various methods to entice pupils to read
and to get in contact with the magical world of reading. The purpose of this research is to investigate the way in which reading
is viewed by pupils and to find the way to find the educational path that entice them to read. The study is based on a
questionnaire survey conducted to determine the interested reading factors.
Keywords: interest towards reading, methods of enticing pupils to read

1. INTRODUCTION 2000, Hidi, 2000). Individual interest is characterized

by time persistence, enjoying more engagements, and
The determining factors for human development are using strategic text processing (Benton et al., 1998,
considered to be heredity, environment and education. Alexander et al., 1997, Schiefele, 1998). Despite its
Each of these factors plays its role in the human evident advantages, promoting individual interest in
development, a balance of their contributions being students reading may be a time-consuming task (Hidi
necessary, though the leading part is given to & Anderson, 1992) due to many problems activated
education, as the essence of all activities dedicated to by the need to elaborate individualized programs for
the human development (Cucoş, 2009). each child. So, the alternative of using situational
interest seems to be a sufficiently productive way to
Nevertheless, the interdependence of these three
enhance reading: “Stimulating situational interest may
factors is obvious, as education does not have the
be one way for schools to motivate those who do not
power to compensate an entirely unbalanced
have pre-existing individual interests in academic
environment or a profoundly affected heredity. The
activities, content areas or topics, and to help them
interaction of these factors leads to the psychological
make academic gains” (Hidi, 2001, p. 203).
and sociological development of the individual, which
takes place gradually, in stages, in accordance with A systematically and well-guided approach to reading
the age particularities and the psychological phases helps the pupil enrich his/her knowledge and
through which the individual passes on the path of his contributes to the development of thinking, language,
or her evolution. When it’s about reading, education and the personality of the pupil as a whole (Eftenie,
is the main catalyst for discover the pleasure of 2008). The necessity to supervise reading can be
traveling in the world of books. The most frequent traced back to the fundamental purpose of education –
situation in schools is that of children who have the the comprehensive development of the human
ability to read but lack the reading motivation (Clary, personality. Guiding school reading is even more
1991, Turner, 1992, Moser & Morison, 1998). Text necessary as the consequences of unsupervised
comprehension and learning are also mediated by reading can be disastrous.
motivational factors. The interest is considered central
in determining the ways to select information (Hidi, A well-chosen and carefully supervised approach to
1990). There are two types of interest in reading that reading can contribute a great deal to the delineation
are invocated in most studies: individual interest and of the pupils’ characters, as, at this age, they let
situational interest. Individual interest is themselves be greatly influenced by external role
conceptualized as a relatively stable predisposition models. In this regard, an important role can be given
that develops over time associated with increased to educational as well as therapeutic reading, which
value, knowledge, and positive feelings (Krapp, 1999, targets changes in the pupils’ behavior and aims at
2000, Renninger, 2000). Situational interest represents well-delineated objectives, which are attained most of
a reaction to external stimuli (Harackiewicz et al.,

1
Suceava, 14-15 June 2013 Proceedings of the 11th edition of the International Conference on Sciences of Education

the times (Parfene, 1999). The teaching reading -the pupils’ interest in school recommended
actions are grouped in four methods: allowing time for reading;
silent reading, offering a choice of reading materials, - the reasons for which recommended reading did
sharing of literature read with and by children, and not present interest for them;
providing appropriate adult modeling of reading - favored activities instead of reading;
(Allington, 1977, Anderson et. Al., 1985, McCracken - factors which entice pupils to approach texts;
& McCracken, 1979, Routman, 1991, Trelease, 1989). - the teachers’ attitude towards pupils’ reading;
The student’s interest toward school in general and - the amount of other read texts than
learning and reading tends to decrease with age (Fay, recommended ones;
1998, Hoffmann & Haussler, 1998). This is why in - the interest in acquiring books;
our research we focus on the different type of - the interest in assembling a personal library;
situational interest that may be used in classroom to - the rhythm of library visits;
increase student’s motivation to read. - the importance given to reading.
The questionnaires were administered in the
2. METHODOLOGY: classroom under personal supervision, the
confidentiality of the answers was ensured and the
2.1. Objectives
pupils were rewarded for their involvement in the
- Investigating children’s perception of reading; research.
- Identifying the factors which can contribute to
stimulating the interest towards reading; 2.4. The research group:
- Highlighting the attitude which can help remedy the The research was carried out on a sample (N=163) of
lack of interest towards reading; pupils from the Dumbrăveni No. 2 Primary School
- Finding a correlation between the factors which and from the Dumbrăveni School Group. The
determine a decline in the interest towards reading configuration of independent variables was as
and those which can contribute to the growth of the following: 90 pupils from primary school, aged
interest towards this area; between 9 and 11, from the 3rd grade (45 pupils) and
- Finding solutions which can improve the the 4th grade (45 pupils) and 73 pupils from secondary
educational techniques used in reading activities. school, aged between 13 and 15, from the 7th grade
(35 pupils) and the 8th grade (38 pupils).
2.2. Hypotheses:
Figure 1: Sample’s representation on type of school
1. There are significant correlations between variable
pupils’ perception of the importance of
reading in their lives and the children’s age. primaryschool gymnasium

2. There is a significant association between the

interest manifested by the family towards 45%
what the pupil reads and the children’ interest
55%
towards reading.

3. There is a significant association between the

teachers’ attitude towards reading and the
pupil’s attitude towards this area.

2.3. Research methods: The main criteria for differentiating the subjects were
The study was based on questionnaire-based survey according to the age variable and the type of school
methodology and a questionnaire with 15 items variable (primary or secondary).
referring to descriptive aspects of reading was
developed. The items refer to different characteristics 3. RESULTS:
of children’s interest in reading as:
-the pupil’s personal perception of reading; 3.1. First hypothesis
-the habit of reading among pupils; Using Pearson correlation coefficient we have found
-the sharing of read content; the following significant correlations between the age
-the persons with whom they share the content of variable, on the one hand, and the habit of reading,
reading; the sharing of read content, recommended reading,
-the interest of the family towards pupils’ reading; other types of reading, purchase of books, and

2
Proceedings of the 11th edition of the International Conference on Sciences of Education Suceava, 14-15 June 2013

frequency of library visits variables, on the other hand, The predominance of the family in sharing of read
in the sense that older pupils tend to be less involved content: from the analysis of the results obtained at
in reading: the item regarding the persons with whom the pupils
share the content of reading, 48 subjects answered that
Table 1: Correlations between reading interest and age they share it with their family, 46 subjects with their
variable (N = 150) friends, 30 with their teacher, 21 with their classmates
Interest variable Age
and 17 do not share the content of their readings
Habit -.428**
.000
(Figure 3). From this data summary it is notable that
Sharing of read content -.350** the family plays an important role in the act of
.000 reading.
Recommended reading -.480**
.000 Figure 3: Sharing of read content
Other types of reading -.398** with their with their
.000 friends schoolma
Purchase of books -.199** 28% tes
.006 13%
Frequency of library visits -.474**
with their
.000
family
Note: *p < .05, **p < .01
30%
with their with
From what is presented above, the following
teacher nobody
conclusion, regarding the influence of age on the
19% 10%
pupils’ interest towards reading, can be drawn: the
pupils’ interest towards reading varies inversely
proportional with age, in the sense that the older the As the involvement of the family in the pupils’
pupil gets, the lower his/her interest towards reading reading is statistically noticeable, we will analyze this
is. From the analysis and the correlation of items we involvement correlated with the influence of the
can determine that there is a significant relation family on the habit of reading, on recommended
between the age of the pupils and their interest reading, on types of reading other than the
towards reading. recommended ones, on purchase of books and on
interest towards library.
3.2. Second hypothesis
As the crosstabs method revealed and the chart below
The interest manifested by the family: summarizing (Figure 4) shows, the influence of the family on the
the data obtained at item 5 concerning the interest habit of reading indicates the following: the more
manifested by the family towards what the pupil interested is the family in what the child reads, the
reads, from the 163 tested subjects, 114 answered that stronger is the habit of reading. The significant
their family manifests interest often, 43 answered character of this relation between variables is
rarely and only 5 subjects answered never (Figure 2). sustained by determining the chi square (Chi2=
From the obtained data we can determine that the 37.683a, p < .01), which shows the fact that there is a
family manifests an interest towards what the pupil significant difference between the observed
reads, a particular interest being manifested regarding frequencies and the expected frequencies concerning
primary school pupils, in which case 74 pupils the influence of the family.
answered often, 16 rarely, and none never.
Figure 2: Family interest towards children’s reading Figure 4: The relation between the family interest variable
and the habit of reading variable
never, 5
rarely, 43

often,
114

3
Suceava, 14-15 June 2013 Proceedings of the 11th edition of the International Conference on Sciences of Education

As the chart below (Figure 5) shows, the family than those recommended at school. The significant
influence on the sharing of read content variable character of this relation between variables is
indicates the following: the more interested is the sustained by determining the square chi (chi2 =
family in what the child reads, the more interested is 16.177a, p < .05), which shows the fact that there is a
the child to share what he/she reads. The significant significant difference between the observed
character of this relation between variables is frequencies and the expected frequencies concerning
sustained by determining the square chi (chi2 = the influence of the family.
16.424a, p < .05), which shows the fact that there is a
significant difference between the observed Figure 7: The relation between the family interest variable
frequencies and the expected frequencies concerning and the other types of reading variable
the influence of the family.

Figure 5: The relation between the family interest variable

and the interest in sharing variable

From the analysis of data concerning the variables

family interest and purchase of books the following
can be noticed: the more interested is the family in
what the child reads, the more interested is the child to
As the chart below (Figure 6) shows, by confronting buy books, as shown in Figure 8. The significant
the variables family interest and recommended character of this relation between variables is
reading we notice the following: the more interested sustained by determining the square chi (chi2 =
is the family in what the child reads, the more 19.730a, p < .01), which shows the fact that there is a
interested is the child to read the recommended books. significant difference between the observed
The significant character of this relation between frequencies and the expected frequencies concerning
variables is sustained by determining the square chi the influence of the family.
(chi2 = 20.938a, p < .01), which shows the fact that
Figure 8: The relation between the family interest variable
there is a significant difference between the observed
and the purchase of books variable
frequencies and the expected frequencies concerning
the influence of the family.
Figure 6: The relation between the family interest variable
and the recommended reading variable

By analyzing the relation between the interest

manifested by the family towards what the child reads
and the influence on the frequency of library visits, the
following can be noticed: the more interested is the
Concerning the variable family interest and the family in what the child reads, the more frequent are
variable other types of reading, as the chart from the child’s library visits, results presented in Figure 9.
Figure 7 shows, the following can be noticed: the
more interested is the family in what the child reads, Figure 9: The relation between the family interest variable
and the frequency of library visits variable
the more interested is the child to read books, others

4
Proceedings of the 11th edition of the International Conference on Sciences of Education Suceava, 14-15 June 2013

interest towards reading. The pupil’s interest towards

reading grows directly proportional with the interest
manifested by the family in this area.

From the performed analysis and the correlation of

items we can determine that there is a significant
relation between the interest of the family towards
reading and the interest of the pupil towards reading.

3.3. Third hypothesis

As the table below shows, there is not a statistically
significant relation between the teachers’ interest
The significant character of this relation between variable, on the one hand, and the sharing of read
variables is sustained by determining the square chi content, recommended reading, other types of reading
(chi2 = 30.567a, p < .01), which shows the fact that and purchase of books variables, on the other hand,
there is a significant difference between the observed because, as it can be observed in the table below,
frequencies and the expected frequencies concerning these correlations are not sustained when determining
the influence of the family. the chi2 criterion.
Using correlations (by the Kendall tau method) we Table 3: Correlations between reading interest and
find that there is a statistically significant relation teachers’ interest variable (N = 150)
between the family interest variable, on the one hand, Teachers’
and the habit of reading, the sharing of read content, interest
recommended reading, other types of reading, Habit .236
purchase of books, and frequency of library visits .006**
Sharing of read content .055
variables, on the other hand, in the sense that the
.498
pupils whose parents are more interested in what the
Recommended reading .117
children read are more involved in the act of reading. .189
This conclusion is sustained by determining the non- Other types of reading .105
parametric coefficients (the Kendall tau method), as .199
the Table 2 below shows: Purchase of books -.021
.796
Table 2: Correlations between reading interest and family Frequency of library visits .308
involvement variable (N = 150) ,000**
Family Note: *p < .05, **p < .01
involvement
Habit .297 From what is presented above, the following
.000** conclusion, regarding the influence of the interest
Sharing of read content .264 manifested by the family on the pupils’ interest
.000** towards reading, can be drawn: the more interested is
Recommended reading .356 the family in what the child reads, the more involved
.000** is the child in the act of reading, manifesting a high
Other types of reading .231 interest towards reading. The pupil’s interest towards
.001** reading grows directly proportional with the interest
Purchase of books manifested by the family in this area. From the
.176
performed analysis and the correlation of items we
.014*
Frequency of library visits
can determine that there is a significant relation
.308
between the interest of the family towards reading and
,000**
the interest of the pupil towards reading.
Note: *p < .05, **p < .01

From what is presented above, the following 3.3. Third hypothesis

conclusion, regarding the influence of the interest As the table below shows, there is not a statistically
manifested by the family on the pupils’ interest significant relation between the teachers’ interest
towards reading, can be drawn: the more interested is variable, on the one hand, and the sharing of read
the family in what the child reads, the more involved content, recommended reading, other types of reading
is the child in the act of reading, manifesting a high and purchase of books variables, on the other hand,

5
Suceava, 14-15 June 2013 Proceedings of the 11th edition of the International Conference on Sciences of Education

because, as it can be observed in the table below, of the pupils, but just a way of enriching their
these correlations are not sustained when determining knowledge (Figure 11), and, instead of this activity,
the chi2 criterion. pupils favour others, considered to be more attractive
and more interesting, as shown by the chart in Figure
Table 4: Correlations between reading interest and 12.
teachers’ interest variable (N = 150)
Teachers’ Figure 10: Reading importance
interest
Habit .236
.006**
Sharing of read content .055
.498 29% yes
Recommended reading .117
.189 71% no
Other types of reading .105
.199
Purchase of books -.021
.796 Figure 11: Meanings of reading
Frequency of library visits .308
,000**
Note: *p < .05, **p < .01 Reading represents:
a waste of time
It can thus be observed that the interest manifested by 4% 7%
teachers towards reading influences the pupils only in 8% a way of filling
regard to the habit of reading, in the sense that it can time

determine them to read more than they usually do, and a passion

in regard to the frequency of library visits, in the sense 17%

that the pupils visit the library more frequently if they 64% a necessity

are persistently advised to read by their teachers.

a way to get
knowledges
From what is presented above it can be argued that the
teachers’ influence on pupils’ reading is limited,
manifesting itself only in certain areas. From the Figure 12: Activities favored instead of reading
conclusions that were drawn it can be argued that
there is not a significant and permanent relation
between the teachers’ attitude towards reading and the computer
pupils’ interest in this area. 6% 14% games

The results obtained by these analyses can generate a surfing the

future research direction: ways through which internet
20%
teachers can constantly or permanently influence 47% watching
pupils’ reading. TV
13% playng with
4. CONCLUSIONS my friends
This research aimed to investigate pupils’ perception
of reading and to identify the factors which can
contribute to stimulating the interest towards reading, This situation becomes even more worrying as it
an activity considered extremely important for the manifests itself more prominently in older pupils. As
educational and social success of the pupil, as it can the results obtained at hypothesis 1 show, the older the
be found in all areas of activity and it is necessary pupil gets, the lower his/her interest towards reading
throughout all the school years, as well as after is. A larger number of the tested pupils from
graduation. secondary school favor other activities instead of
Although the majority of the tested pupils see reading reading, compared with the tested pupils from primary
as an important activity, a result obtained by school, in spite of the fact that there should be a more
summarizing the answers to item 15 of the prominent interest towards reading among older
questionnaire and shown in the chart below (Figure pupils, because they are expected to read more than
10), this activity does not represent a passion for many younger pupils.

6
Proceedings of the 11th edition of the International Conference on Sciences of Education Suceava, 14-15 June 2013

The factor which has a strong influence on the pupil’s Giasson, J., Les stratégies de lecture, Universite Laval de
reading is the family, as shown by the conclusions Quebec,
from working hypothesis 2: the more interested is the http://www.pedagonet.com/other/lecture3.html
family in what the child reads, the more involved is Harakiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S.
M., and Elliot, A. J., (2000). Short-term and long-
the child in the act of reading, manifesting a high
term consequences of achievement goal sin college:
interest towards reading. The pupil’s interest towards Predicting continued interest and performance over
reading grows directly proportional with the interest time. Journal of Educational Psychology, 92, 316–
manifested by the family in this regard. 330.
Hidi, S. (1990). Interest and its contribution as a mental
Even though the teachers manifest a high interest resource for learning. Review of Educational
towards reading, a situation presented in the analysis Resources, 60, 549–571.
of frequencies from hypothesis 3, they do not have a Hidi, S. (2000). An interest researcher’s perspective on the
full influence on the pupil’s reading, but only a effects of extrinsic and intrinsic factors on
limited influence; there is not a significant and motivation. In Sansone, C., and Harackiewicz, J. M.
permanent relation between the teachers’ attitude (eds.), Intrinsic Motivation: Controversies and New
towards reading and the pupils’ interest in this area. Directions. Academic Press, New York, 309–339.
Hidi, S., (2001). Interest, Reading, and Learning:
From the obtained results we can draw the conclusion Theoretical and Practical Considerations.
that a close cooperation school – family is needed, and Educational Psychology Review, 13 (3), 191-209.
Hidi, S., Anderson, V. (1992). Situational interest and its
the parent should be persuaded to become an vital part
impact on reading and expository writing. In
of the educational process, even more so as the pupil Renninger, K. A.,Hidi, S., Krapp, A. (eds.), The Role
spends more time with his/her family than at school. If of Interest in Learning and Development. Erlbaum,
the parent manifests a positive attitude towards Hillsdale, NJ, 215–238.
reading, if he/she sees the book as a valuable item, if Hoffmann, L., and Haussler, P. (1998). An intervention
he/she talks with the children or relations about books, project promoting girls’ and boys’ interest in
the child’s interest towards reading follows an upward physics. In Hoffman, L., Krapp, A., Renninger, K.,
path. It is recommended to pursue a good and Baumert, J. (eds.), Interest and Learning:
communication between teachers and parents during Proceedings of the Seeon Conference on Interest and
various encounters and a close cooperation school – Gender, IPN, Kiel, Germany, 301–316.
Krapp, A. (1999). Interest, motivation and learning: An
family, which will benefit both the pupil and the educational-psychological perspective. European
teacher. Journal of Psychology Eduation, 14, 23–40.
McCracken, R. A., & McCracken, M. J. (1979). Reading,
REFERENCES writing, and language – A practical guide for
primary teachers. Winnipeg: Peguis Publishers.
Alexander, P. A. (1997). Mapping the multidimensional
Moser, G., & Morrison, T. (1998). Increasing students’
nature of domain learning: The interplay of
achievement and interest in reading. Reading
cognitive, motivational, and strategic forces. In
Horizons, 38(4), 233-245.
Maehr, M. L., and Pintrich, P. R. (eds.), Advances in
Parfene, Constantin, (1999). Metodica studierii limbii şi
Motivation and Achievement, Vol. 10, Greenwich,
literaturii române în şcoală, Ghid teoretico-
CT, JAI Press, 213–250.
aplicativ. Iaşi, Ed. Polirom.
Allington, R. L. (1977). If they don't read much, how they
Renninger, K. A., (2000). Individual interest and its
ever gonna get good? Journal of Reading, 21, 57-61.
implications for understanding intrinsic motivation.
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson,
In Sansone, C., and Harackiewicz, J. M. (eds.),
I. A. G., (1985). Becoming a nation of readers: The
Intrinsic Motivation: Controversies and New
report of the commission on reading. Washington,
Directions. Academic Press, New York, 373–404.
D.C.: The National Institute of Education.
Routman, R. (1991). Invitations: Changing as teachers and
Clary, L. M. (1991). Getting adolescents to read. Journal of
learners K-12. Portsmouth NH: Heinemann.
Reading, 34, 340-345.
Schiefele, U. (1998). Individual interest and learning, what
Cucoş, C., (coord), (2009). Psihopedagogie pentru
we know and what we don’t know. In Hoffman, L.,
examenele de definitivare şi grade didactice, Iaşi,
Krapp, A., Renninger, K., and Baumert, J. (eds.),
Ed. Polirom.
Interest and Learning: Proceedings of the Seeon
Eftenie, Nicolae, (2008). Introducere în metodica studierii
Conference on Interest and Gender, IPN, Kiel,
limbii și literaturii române, Pitești, Ed. Paralela 45.
Germany, 91–104.
Fay, A. L. (1998). The impact of CRO on children’s
Trelease, J. (1989). Jim Trelease speaks on reading aloud to
interest in and comprehension of science and
children. The Reading Teacher, 43, 200-206.
technology. In Hoffman, L., Krapp, A., Renninger,
Turner, G. Y. (1992). Motivating reluctant readers: What
K., and Baumert, J. (eds.), Interest and Learning:
can educators do? Reading Improvement, 29, 50-55.
Proceedings of the Seeon Conference on Interest and
Gender, IPN, Kiel, Germanny, 205–214.
Published: October 2014
7