1

Benefits of Recreational Reading Leading towards Lifelong Reading

Courtnee Panduren
Grand Valley State University
ENG 495- Masko
November 30, 2012

Introduction
Some may think that reading is just a hobby, but really it is a tool that will help instill
many outstanding academic qualities into an individual. Many people do not find the time to
make recreational reading a habit, but they find time for many other activities for recreation. The
intrusion of technology in this always changing world has swept the interest of reading under the
rug for many people. Instead of taking time to read people are taking time to surf the web, or
play video games. Reading for leisure has many fantastic perks that readers can acquire through
making a habit of lifelong reading. Recreational reading, though not as respected as reading
academically, is just as beneficial in terms of positive interaction with academic achievement,
lifelong reading due to its high levels of reader engagement, and its propensity to elicit new
perspectives and ideas from its readers. This is not to say that academic reading is not a crucial
part of the curriculum for students. Academic reading provides other benefits to its readers that
recreational reading cannot always provide such as critical thinking. It is teachers duty to
provide students with a well-balanced schedule of the combination of both academic and
recreational reading. A part of this curriculum should include an in-class library. Having a
diverse classroom library is imperative. Students need to have many genres and lengths to
choose from, so that if they do not connect with a certain piece of literature they have many other
options to filter through. Students should be able to choose what book they will be reading for
recreation. By students choosing their texts they will put more effort into reading, and show more
concern about the outcome of the book. Generous time should be set aside for students to read
recreationally in the classroom. This time that is set aside does not always have to be silent
reading. Many other forms of reading should also take place in the classroom. Teachers need to
be models for their pupils and show a true passion for literature and reading. One way to show

this passion is by reading aloud. By reading aloud teachers can inspire a lifelong love of reading
by showing them that adults love to read. When choosing books for their classroom libraries and
books to read out loud teachers should keep their students interests in mind. Teachers knowing
each students interests can be a tedious job, but it is also a rewarding job when those students
make connections with the literature. In combination with knowing their students, teachers need
to have enthusiasm for reading. They need to show their students that reading is not only
important while you are in school, but it is important outside of the classroom and throughout
life. If teachers have a positive attitude towards reading, students will be more likely to copy
those feelings. By making a lifelong habit out of reading students will be more effective readers,
writers, and speakers.

Problem Statement
Recreational reading has been controversial because many people do not know the
benefits that come from it. They see it only as a hobby or pastime, and they believe that it has no
place in our classrooms. Some say that only academic texts should be represented in our schools.
This is an enormous misconception in our school system. At first glance, it may seem like
reading for recreation is only done for enjoyment. This initial perception fails to take into
account the numerous bonuses that recreational reading can bring to individuals. Reading for
leisure can challenge ideals, broaden perspectives, bring a wealth of knowledge, improve reading
achievement, expand vocabulary, and increase creativity (Moyer, 2007; Ross, 2000; Gilbert &
Fister, 2011; Gallik, 1999). It also opens ones mind to new ideas and can evoke empathy within
a reader (Gallik, 1999; Kelly & Kneipp, 2009; Strommen &Mates, 2004). Beyond just reading it
can help improve writing skills and style (Gallik, 1999). Once we understand that the supreme

goal in English classrooms is to produce as many lifelong readers as possible, we will begin to
see that the answer is providing our students with plenty of time, numerous strategies, and many
books that they can choose from to read recreationally. If we only implement an academic
textbook style of reading students will lose interest, tune out, and do something other than read in
their free time. Teachers need to put in place a curriculum that emphasizes both academic and
recreational reading, so that the students may be challenged one day, but the next they can lose
themselves in a novel. The more lifelong readers that come out of our school systems the betterrounded, more knowledgeable adults we will see.

Literature Review
Many individuals do not see the need to read for leisure on a regular basis. The habit of
reading books has not been acquired by many people; this is something that is very concerning
(Grambs, 1959). Wilson and Casey (2007) agree that sadly the amount of self-motivated, excited
readers that read as a habit is a very small number. Over the span of almost fifty years it can be
agreed upon that many people are finding other things to do with their time other than read.
People claim that they do not have time to read (Trelease, 2001). If this is so than why are
shopping malls open more hours than ever; why do video stores staggeringly outnumber public
libraries (Trelease, 2001)? However, if reading is important individuals will make room in their
schedules. Readers in a study by Ross (2000) said that they simply made the time, and created
situations to read on a daily basis. It is necessary for children to create a strong habit of reading if
we want them to be adults who read often (Strommen & Mates, 2004). In a study done by Moyer
(2007) 100 percent of the interviewees said that reading had been an important part of their life
since childhood. On the other hand, many students have not been reading regularly since a young

age, and this is evident due to the lack of time spent reading (Strommen & Mates, 2004). Lesesne
(1991) did a study with almost 500 middle-school students.
Almost seventy-five percent of the middle-school students reported reading less than
one hour daily on a regular basis; twenty percent had read only one book for their
own

enjoyment in the last six months. Students, it seems are not doing much

reading for pleasure outside of school and school assignments (Moyer, 1991, p. 61). This same
study by Moyer (1991) also stated that these middle-school students were spending as much as
three to six hours in a day watching television, with less than one hour spent reading for leisure.
Sanacore (2000) points out that watching television, talking on the telephone, and playing video
games are all activities that are acceptable if they are done in moderation. ...however, they tend
to be a major source of competition with other important activities, such as reading interesting
books (Sanacore, 2000, p. 158). General attitudes towards reading may seem overwhelmingly
negative, but this is not always the case.
There are individuals out there who take the time to read often, and find that the habit of
reading is worthwhile. These individuals have different incentives for what drives them to read.
Some of these motives include achievement, enjoyment, escape, utility, exploration, curiosity,
self- creativity, and pure enjoyment. Reading for pleasure is the most common stimulus for leisure
reading in the United States and in Britain (Greaney & Hegarty, 1987). Greaney and Hegarty
(1987) found a significant correlation between three environmental variables (intellectuality,
reading, and academic development), one motivational variable (reading for enjoyment), and
attitude to reading with the amount of down time dedicated to reading books. Being
knowledgeable about students habits concerning reading for pleasure can help predict some of
their future success academically (Gallik, 1999). Much of this future success is based upon the

efforts made by educators.

Teachers have a major influence on students opinions on reading. No English teacher
has any excuse to let a school year slip through their fingers without allowing their students ample
time to read in the classroom (Donelson, 1969). Sanacore (2000) agrees with Donelson, (1969)
talking about middle school students in particular Sanacore (2000) thinks they ...need time to
browse, sample and select potentially interesting books. Then, these budding lifetime readers
should be permitted to read their selections during school time (p. 158). Not only should students
get to take the time to make their choice of literature, but much of the time spent reading should
be in the school environment. Teachers should do many things to promote reading such as having
an abundant amount of books from students to choose from, allowing time for students to read
individually, and also reading to the classroom aloud (Anderson, Wilson, & Fielding, 1988). A
successful read aloud starts out with the teacher practicing outside of the classroom by speaking
in the mirror or videotaping themselves (Sanacore, 2000). Teachers can encourage a lifelong love
of reading by reading aloud (Sanaore, 2000). Atwell (1989) indicates in her book In The Middle
that for a long period of time she assumed that reading out loud to a class was something that only
elementary students did to entertain children. She then did a survey and found that almost
everyone (ninety percent of eighth graders) enjoy being read to (Atwell, 1989). The key part to
reading out loud is that many students are intrigued by the section that was read, and go further to
read the literature themselves (Atwell, 1989). Anderson, Wilson, & Fielding (1988), and Nancie
Atwell (1989) both agree that reading aloud is important for students. Although this book from
Atwell (1989) is over twenty years old, she is still a highly respected and coveted scholar in the
literary world. She has been the recipient of many major research and teaching awards. She has
also written many successful and informative articles and professional books that are still relevant

and in use today (About the faculty. (n.d.). Retrieved November 25, 2012, from http://www.c-tl.org/index.html). Paired with these two texts is a source by Sanacore written in 2006. Sanacore
(2006) boldly says that reading out loud, both fiction and nonfiction, is one of the most powerful
literacy events. It motivates the readers to listen, and shows them that adults love reading
(Sanacore, 2006). When stories that are read out loud connect with personal topics this
encourages the students to interact with the text (Sanacore, 2000). When that connection can be
made students are going to be more invested in what they are reading.
Not only should students have an abundance of books to choose from, but these books
should be a variety of texts that are narrative, descriptive, poetic, and illustrative texts (Sanacore,
2006). A well-stocked classroom library serves as a nucleus for browsing, selecting, and
enjoying resources (Sanacore, 2006, p. 33). Along with having many options to choose from
effective readers should plan ahead and always keep a book on hand for when there is
unexpected down time (Preddy, 2007). This goes for teachers as well. Educators should be held
accountable for reading more frequently than their students. It is not enough to tell students that
reading is important. The students need to see that the teacher is also an avid reader. To put it
simply readers raise readers (Lesesne, 1991, p. 62). Donelson even in 1969 asserts that
teachers must both know the literature and know their students:

Knowing the books

and knowing the students well enough to bring the two together is an immense expenditure of
time and energy, but it is part of the admission fee teachers pay to get into English teaching. It is
also much of the fun of teaching (Doneleson, 1969, p. 546). If teachers can get students excited
about texts, students will be more likely to pick up a book outside of their classroom. Teacher
enthusiasm is the one essential ingredient (Grambs, 1959, p. 221). By teachers showcasing their
passion for reading they increase the chance that the adolescents in their classroom will mimic

this positive behavior (Sanacore, 2000). Many outside factors will be influencing the reader
negatively, so what goes on inside of the classroom is of ultimate importance (Gallagher, 2009).
School is the safe place that these students can read and discuss books (Gallagher, 2009).
Gallagher (2009) argues that schools are also the place where we bore students to death with
procedures that do not promote lifelong reading.
Yet, as teachers, we do all of these things to developing readers. We subject them
repeatedly to treatments that are counterproductive to developing book lovers. And we do
it book after book, year after year. Worse, we rationalize our behavior by believing we
must prepare students to perform well at test time. Shameful (p.73). Sanacore (2000)
wholeheartedly agrees with the beliefs of Gallagher (2009). He says that creating nationwide
based curriculum and doing away with the whole language approach is jeopardizing the basic
right of young people to enjoy reading (Sanacore, 2000).
Many teachers advocate choice in their classroom. They believe choice increases learning,
motivation, and effort (Flowerday, Schraw & Stevens, 2004). Lause (2004) highlights a quote
from Nancie Atwell author of In the Middle that is eye-opening. Atwell (1989) says:
My students taught me that they loved to read. They showed me that in-school reading,
like in-school writing, could actually do something for them; that the ability to read for
pleasure and personal meaning, like writing ability, is not a gift or a talent. It comes with the
ability to choose, books to choose among, time to read, and a teacher who is a reader.
Finally, I learned that selecting ones own books and reading them in school is not a
luxury. It is the wellspring of student literacy and literary appreciation (p. 21).
Teachers need to be enthusiastic and continue to put books into students hands and keep
the conversation going about those texts (Lause, 2004). Educators also need to go beyond the

comfort zones of their expertise. If a student wants to read in a different area of subject the
teacher should be able to support that student in their endeavors (Grambs, 1959). Although
Grambs (1959) study is over fifty years old it still rings true today. Sanacore agrees with Grambs
and he writes in the year 2000 that it is a tedious task, but teachers need to be sensitive to the
patterns of development that their students have, and they need to embrace the diversity in their
classroom. Students reading interests should be taken into account when purchases are made
towards expanding the classroom libraries (Sanacore, 2006). Teachers can do this by simply
observing as the students browse the books that are in the library, and by speaking with the
students and encouraging them to talk with their peers about their interests (Sanacore, 2006).
With the help of teachers students are bound to achieve their reading goals.
Recreational reading can lead to improved academic and reading achievement inside the
classroom as well as out in the real world. Reading provides one of the avenues by which
modern cultures can progress (Grambs, 1959). In todays fast-paced world it will be difficult to
read or write at a high enough level without reading for pleasure (Strommem &Mates, 2004). If
through leisure reading young people can secure higher levels of literacy then we should be
doing all we can to encourage a childs love of reading (Strommen & Mates, 2004). A study done
by Moyer (2007) suggests that individuals recognize a relationship between recreational and
educational outcomes of reading for pleasure. Another study by Greaney and Hegarty (1987)
found significant correlations between verbal ability, class place, and reading achievement
through book reading. In this study, participants spent a quarter of the time reading as they did
watching television. Interestingly enough, there was no correlation between television watching
and book reading (Greaney & Hegarty, 1987). Gallik (1999) found that the amount of time spend
reading books outside of the classroom was the top predictor for vocabulary, reading

10

comprehension, and reading speed. Also, it was found that reading was linked with gains in
reading achievement (Gallik, 1999). Even as little as fifteen minutes a day contributed to reading
achievement for 5th and 6th graders (Gallik, 1999). Sanacore (2006) disputes this minimal
amount of time; his belief is that elementary students should be reading for no less than ninety
minutes per day. At the middle school and high school level this would not be possible because
English class is only one hour out of many classes. The amount of time spent reading books, and
even reading comic books, was positively affiliated with reading achievement (Anderson et al.,
1988). Unfortunately, recreational reading by itself cannot forecast achievement as far as college
(Gallik, 1999). Although, in general, students who spend more time reading have more academic
skills that lead to academic success (Gallik, 1999). Reading was the best predictor of many
dimensions of reading achievement (Anderson et al., 1988). The positive effects of reading for
leisure spread much further than just academic or reading achievement.
Reading for recreation is informative; it can broaden perspectives, challenge ideals, as
well as promote creativity (Moyer, 2007; Ross, 2000). This will be a building block for success
throughout life (Gallik, 1999). reading can be informational and enjoyable (Sanacore, 2006,
p. 33). Not only does reading for pleasure increase literacy, but it informs readers about
themselves and the world that they are living in (Gilbert & Fister, 2011). When children engage
in reading many types of literature they develop both content-specific and real-world knowledge
(Sanarcore, 2006). Some people go as far as to say that reading reaches the same goals that
liberal education is trying to achieve (Gilbert & Fister, 2011). In Gilbert and Fisters (2011) study
Over 90 percent agreed with the statements that reading increases knowledge, improves
vocabulary, and engages the imagination (p. 476).
There was strong agreement with the claim that reading fiction, even when the writing is

11

weak by literary standards, can be beneficial. No, problem with reading all kinds of
junk, one commented. I read thousands of terrible comic books growing up and I dont
think it did irreparable harm (Gilbert & Fister, 2011, p. 486). Essentially, there is no harm done
in reading, no matter how short the length is or how simple the language may be. Reading
throughout a lifespan is a positive thing. Recreational reading can improve writing style,
vocabulary, spelling, grammar, and reading comprehension (Gallik, 1999). It can also improve
concentration, tolerance of complexity, openness to experience, and the ability to sustain
attention during a period of time (Gallik, 1999; Kelly & Kneipp, 2009). Opposingly, in a study
by Gallik (1999) an insignificant correlation was discovered between reading for pleasure and
grade-point average, at least while classes were in session. This is not to say that reading for
pleasure causes harm. In Moyers (2007) study the term incidental information acquisition is
introduced and explained. Incidental information acquisition is defined as information that is
gathered from leisure reading material that at some point becomes useful to the reader and results
in some type of learning experience (educational outcome) (Moyer, 2007, p. 68). The reader
does not realize they are learning anything while they are reading, but in fact they are. They may
use that information they learned while reading at a later date they are not aware of. All
participants in Moyers (2007) study felt that reading played a crucial role in terms of learning in
their lives. You learn about yourself as well as others through reading (Moyer, 2007). These avid
readers find without seeking (Ross, 2000). Books open readers eyes and help to awaken them to
new ideas (Ross, 2000). Strommen and Mates (2004) write about why individuals would rather
read: Readers prefer reading to other sources of information or entertainment because they feel
reading provides greater depth of understanding, more details, more insights, on character, and
an understanding of interpersonal relationships, as well as a basis for empathy (p. 196). Reading

12

is a never-ending source of knowledge.

Letting students choose their literature can benefit them largely. With the teacher
assigning all of the texts many children are easily bored and some cannot understand the chosen
texts. By letting students choose their own reading material they may develop a falong love of
reading (Rich, 2009). If the reader has interest in the topic this increases deeper text processing
(Flowerday et al., 2004). Also, if the reader shares interest with the topic and situation this
increases positive attitudes about the text (Flowerday et al., 2004). Critics say that giving
students the choice will lead them to pick books that are trendy, and that they should be reading
on their free time (Rich, 2009). Literacy specialists argue that giving children a choice can help
motivate them to read (Rich, 2009). Rich (2009) highlights a quote by Snow a professor at the
Harvard University Graduate School of Education, Snow asserts:
But if the goal is, how do you make kids lifelong readers, then it seems to me that theres
a lot to be said for the choice approach. As adults, as good readers, we dont all read the
same thing, and we revel in our idiosyncrasies as adult readers, so kids should
have some of the same freedom (cited by Rich, 2009, p. 5). Why not give our students the same
respect when it comes to literature as adults get? As adults who read we choose what we like,
and students need to distinguish between what they like and dislike (Lause, 2004). Selecting
books in the school systems should not seem like a treat, but to students who are used to the
traditional English classroom it feels like a luxury (Lause, 2004). We also need to give students
permission to un-choose a book or to abandon the book because they dislike it. (Lause, 2004).
Effective readers already know that not every reading experience is for every person and putting
it away is okay...give the author two or three chapters, maybe even half the book to engage
(Preddy, 2007, p .25) It is our right that we express freedom of sovereignty over what we want to

13

read (Preddy, 2007). To oppose this positive view of readers choice, a study done by Flowerday,
Schraw, and Stevens 92004) states that sometimes the option to choose leads to lower quality of
work, and less engagement, sadly. But, in almost all cases giving readers a choice led to positive
effects.
Academic reading is beneficial, but by itself it can overwhelm students. Pairing academic
reading with recreational reading will benefit students (Gallagher, 2009). One reason to read for
pleasure is because with critical reading you never get completely absorbed in a story. This is one
of the best parts of the reading experience (Gilbert & Fister, 2011). Enchantment is not a quality
of the reading experience that literary scholars respect (Gilbert & Fister, 2011). The habit of
lifetime reading must be nourished (Lesesne, 1991). The habit will not grow if the students are
only reading texts from a textbook (Lesesne, 1991). If students are not doing much reading
outside of assignments and the classroom we must find a way to make reading more attractive
and fun to the students (Lesesne, 1991). Lesesne (1991) says that Students who find reading
pleasurable are those who are most likely to develop lifetime habits of reading (p. 63). Some
may question if the promotion of reading for fun is important. It is someone else's imagination,
does that have any value for anyone to learn from (Ross, 2000)? This focus, perhaps, should be
shifted towards academic texts only; some would say (Gilbert & Fister, 2011). On the other hand,
celebration of book is one of the goals, which would incorporate recreational reading (Gilbert &
Fister, 2011). Faculty are quite skilled at making even the most wonderful books deadly boring
(Gilbert & Fister, 2011, p. 487). While teachers are trying to instill reading, they use tactics that
kill any chance of students developing into lifelong readers (Gallagher, 2009). Normally the
books that are beat to death are the ones read by the class as a required text. Although, these
required texts do bring the class together and allow the individuals to discuss and write about

14

stunning literature (Lause, 2004). Some students who are more creative may benefit from
reading information via a fiction text to increase their knowledge base rather than reading a text
only consisting of facts (Gilbert & Fister, 2011). Learning through fiction can be more fun and at
times easier than other forms of learning (Moyer, 2007). There is no need to draw a line in the
sand, however, between academic and recreational reading. They are both superb tools. Lesesne
(1991) makes a valid point stating:
If we set as our goal the development of lifetime readers, we do not have to exclude all
elements of the traditional English curriculum. We do not have to choose between what
students want to read and what the curriculum says they should read; we do not have to
decide between response and analysis in the classroom. Too often in the past we have felt as
though we had to choose sides; that does not have to be the case If we continue to pursue
answers to the questions posed at the outset of this article, we can encourage students to develop
lifelong habits of reading (p. 64). Gallagher (2009) furthers this point in his book Readicide. He
wants his student to read 50/50. Half recreational reading and half academic reading. Academic
reading is also essential to learning. However, students who only read academic texts become
students who are not interested in reading recreational texts at all (Gallagher, 2009). The task of
recreational reading is just as important, if not more important than academic reading in terms of
lifelong reading.

Discussion

15

The literature suggests that few people engage in recreational reading, often citing lack of
time as a reason. However, Moyer (1991) points out that middle school student spend as much as
six hours per-day watching televisions, which suggest that it may be less a matter of time and
more a matter of values. Reading for pleasure is not necessarily valued. Others at various ages
are assuredly following suit with these students. The sad reality is that many students are
choosing activities like television watching, but refuse to set aside thirty minutes a day to open
their mind to a phenomenal book. All of the new technological advances including video games,
laptops, and cell phones are a constant source of competition for recreational reading (Sanacore,
2000). When students get home from school they have so many other distractions that they may
have a hard time cracking a book at all. What these individuals may not understand is that they
are missing out on academic stimulation that could possibly give them the upper foot later in life.
These people who have made reading a habit that fits into their lives will benefit greatly from it.
Educators play a huge role in creating reading habits within students.
It is teachers duty, most importantly English teachers duty, to guide students on their
journey of literature. Without scaffolding and guidance the students in the classroom will not be
interested in spending their free time reading. Teachers should have ample books to provide the
students (Sanacore, 2006). The teachers themselves need to be reading constantly, in and out of
the classroom. Instructors should model behavior that they want to see from their students. This
definitely includes having a bold passion for reading (Sanacore, 2000). This means that if the
class is silent reading, and the teacher is not individually helping a student that they should also
be silent reading. For students to believe that reading is really important they need to see that
their teacher truly believes it. Teachers should be reading for recreation when they are outside of

16

the classroom, so that they can pass on some of the remarkable literature that they are diving into
to their students.
Some time during class needs to be devoted to reading; whether this be silent reading,
reading as a class, or another type of reading exercise. A variety of reading activities should be
represented across the curriculum (Sanacore, 2006). Acting out scenes from books, discussion in
small groups, journaling, and drawing can be used to create this diverse curriculum towards
reading in the classroom (Sanacore, 2006). By having many reading activities students will stay
active during the class periods and engaged with their peers and teacher. Reading out loud is an
especially useful practice to take part in all the way up through high school level English. Some
may say that reading aloud is childish, but if the teacher is reading dynamically then students
should be intrigued no matter what their age is (Atwell, 1989). By reading and exposing a variety
of types of writing students may show more flexibility when choosing what they would like to
read (Sanacore, 2000). Whether books are be reading aloud or students are choosing them from
the classroom library the more options and diverse types literature the better.
The teacher needs to know the children well enough to pair them up with a book that they
may be interested in (Donelson, 1969). This is another reason why teachers need to continuously
be reading, so they can keep up with the changes and trends in literature. If teachers give this
time and show enthusiasm towards all kinds of literature the students are going to express that
same enthusiasm and grow to love the habit of reading (Grambs, 1959). The ultimate goal for
English teachers should be that when these students leave the classroom they will still pick up
books and read throughout their lives and enjoy it. Gallagher (2009) says that school is the safe
place for kids to read and talk about reading. This is true because students might be scared to talk
about books once they step outside of the classroom. This is why creating a safe learning and

17

reading environment in the classroom is crucial. Realistically that time in the classroom is the
only time that teachers can guarantee that their students are reading.
Unfortunately, often in our school systems reading is not presented in a way that makes
students want to read (Gallagher, 2009). Students are only allowed to read what they are assigned
to read, and they often get no choice in that matter. If teachers want their students to be lifelong
readers this is not the way to do it. Students need to see that reading can be enjoyable when you
find a piece of literature that is suited to your interests. Many of the reading activities in the
classroom are only leading to one goal, getting a high test score. Education is trending towards
standard initiatives, and implementing a nationwide curriculum (Sanacore, 2000). Teachers are
stuck between a rock and hard place. They want their students to be successful in life but also in
their classroom. Many teachers jobs may be up for stake if their students do not make the marks
on these standardized tests. These high test scores are not the outright goal that most teachers
should have for their students. The ultimate goal should be that the students will continue to learn
through many different avenues, but especially through reading even after they leave your
classroom.
One major component is going to lead students towards the goal of lifelong reading; and
that is to give them the choice of what they get to read (Rich, 2009). Of course, they cannot
choose every book that will be read throughout the school year. There are some required texts
that the teachers have to make sure the students read during the school year. There needs to be
much more reading going on in the classroom than just those few required texts. Students should
be the ones choosing those additional books that are being read. Choice increases motivation and
effort (Flowerday, Schraw & Stevens, 2004). If students are the hand picking the books that they
will be reading they are going to feel invested in that book. They are going to feel proud when

18

they finish it, so they are going to be putting in effort to achieve their goal of completing their
book. Once they do complete their book they may feel a sense of fulfillment and want to
continue reading and open up another book. This idea of choice should not be a luxury, and it
should be a regular occurrence. Students being able to choose books that they read will lead to
appreciation of books, and therefore lead to more students reading (Atwell, 1989).
One of our goals as educators of literature should be for our students to love literature
more when they are through with our class than when they came into our class. That their love of
books may not cease but continue to grow as their lives progress and move forward. These
students are all individuals who have different interests and ready styles. Being a reader is not a
special talent that only certain people have (Atwell, 1989). Everyone has the potential, given the
right experiences and relationships, to be an effective reader (Preddy, 2007, p. 26). There are so
many items out there to read that no one should have that excuse that they cannot find anything
they like to read. They should get to further explore these interests by delving into books of their
choice. Without the help of teachers, though, students may not continue to pursue more books
and dig deeper into their subjects of interest (Lause, 2004). Teachers need to be helping their
students find their interests in literature if they do not already know what these interests are.
Students are so diverse and this is the reason that there needs to be teachers who are ultrasensitive to their differences (Sanacore, 2000). Students may not immediately head to the library
once they finish one text. They may want to throw their feet up and give themselves a pat on the
back for a job well done. This is why the teachers job is so important. They are that person who
is going to lead them towards other books that may be of interest to them, or perhaps they lead
them towards something totally new and different that they feel suits that student well. Maybe
because of similarities between books, or maybe because that teacher believes that the student

19

will find new interests by reading new material. This also makes teachers duties a bit more
challenging. There is only one teacher to thirty students per classroom with multiple periods
during the day. Teachers have to do their best to keep a finger on students and their journey of
reading. The less students who slip through the cracks the more lifelong readers our school
systems will produce.
Another task for teachers to keep up on is to constantly keep reading and beyond that
challenge themselves (Grambs, 1959). Teachers should be reading in many different genres by
many different authors, so that they will be able to lead their students towards the books that they
are going to succeed in reading. Educators need to not only be reading books for recreation, but
they also need to be keeping up on current research about how they can help their students be
more successful readers in and outside of the classroom. With teachers doing all of this work
behind the scenes it will show through in the success of the students in their classes.
Strommen and Mates (2004) state that those who do not read for recreation are going to
have a difficult time keeping their reading and writing levels high enough to be competitive in
this quick-paced world. If those around you are constantly reading literature they are constantly
expanding their base of knowledge, and increasing their vocabulary, among many other items
(Gilbert & Fister, 2011). There are always new books coming out about every topic that you
could imagine. And there are people out there who are reading those books and keeping their
mind fresh. For those people who are not reading they are falling behind these others who are on
top of this information. Students may not think about all of these factors when they are reading.
If leisure reading will help with higher levels of literacy then we should be doing
everything in our power to keep books in their hands (Strommen & Mates, 2004). There is no
excuse for not reading, even if people claim that they have no time (Trelease, 2001). As little as

20

fifteen minutes a day can improve reading achievement (Gallik, 1999). Even though this study
was done with 5th and 6th graders I believe that it can span across many years. A small amount
of time of reading each day is still going to keep the readers mind churning and processing
information, and that reader will still accomplish the goal of reading an abundance of books. As
they say, Slow and steady wins the race. This same quote can hold true with reading for
recreation. This same study by Gallik (1999) also states that although recreational reading is
great, it cannot in itself predict success in college. College is a higher level of education that
involves an enormous amount of hard work with many of those hours spent outside of the class.
There are countless factors that go into success in college. It makes sense that recreational
reading standing by itself cannot predict success during college. In general though recreational
reading does lead to academic success across the board (Gallik 1999).
Reading for leisure spans much further than improved reading achievement. By
questioning ethics, and showing different angles of a topic one could suggest that reading for
recreation can make a person worldlier. (Moyer (2007) and Ross (2000) both agree that reading
for recreation can promote creativity, broaden perspectives, challenge ideals, as well as provide a
wealth of information. Qualities that come out of reading can truly shape someone. People who
continue to read are going to be more open-minded; especially if they are reading a variety of
types of literature. By reading the different styles, and seeing the imagery, that various authors
write about readers may be inspired to write their own literature; whether that be a short story,
article, or even a poem. Reading recreationally will hopefully spawn other forms of creativity.
If a person is reading many different genres of literature from different time periods they
are going to have a wealth of knowledge. Some of what they are reading may challenge what
they have always believed. They may read two different novels that are talking about the same

21

topic but are taking two different sides on the issue. That reader is going to be able to make
informed decisions and be able to stand behind what they believe because they have educated
themselves by reading; even if this reading is recreational. Readers are going to look at
themselves differently, and they are going to see the world through different lenses as well. If
they are having a hard time understanding someone they may be able to relate that person to a
character that they have read about in a novel, and be able to see where that person is coming
from. By reading, a person increases their vocabulary and grows their imagination (Gilbert &
Fister, 2011). Increasing ones vocabulary is something that everyone should strive to do. By
having a large vocabulary people are viewed as more educated, and therefore are more respected.
Knowledge is power. Some people may think that reading junk is going to corrupt the brain but
Gilbert and Fister (2011) would disagree and so would I. They say that reading novels that are
written in a style that may not be of high literary standards is still going to be beneficial. It is still
literature and that person sitting down reading it is still learning something from it. Even if it is
that the reader may be able to do a better job of writing than the author is. That reader is still
exercising their brain and taking something away from the text. There is no harm done in reading
for leisure.
Gallik (1999) lists a number of things that recreational reading can do for its readers. It
can improve vocabulary, spelling, grammar, reading comprehension, and writing style. Just by
reading a novel all of these benefits can come to you. People who strive to be better writers need
to have a grasp on the rules of grammar and be able to spell sufficiently. By reading for
recreation you are in a turn going to be a better writer (Gallik, 1999). Most people may be
shocked to know the sublime service they are doing themselves when they are reading books that
they like.

22

Reading for leisure can also provide you with skills that are going to come into play
when you go outside of academia and into the real world. These skills include, concentration,
openness to experience, tolerance of complexity, and the ability to sustain attention (Gallik,
1999; Kelly & Kneipp, 2009). With the buzzing of the world it is often hard to concentrate and
focus your attention on the task that needs to be completed, but recreational reading can help
with this. One of the most important benefits that come from recreational reading, in my opinion,
is openness to experience. If someones mind is open they are going to take part in many
different experiences and fully immerse themselves and enjoy life. These people are going to be
less judgmental and be empathetic to people they may come across (Strommen & Mates, 2004).
Recreational reading is not going to turn you into a genius, and do all of the work for
you; effort still needs to be made in another areas of academia. In a study by Gallik (1999) an
insignificant correlation was found between reading for recreation and grade point average while
classes were in session. This does not mean that reading for recreation was harmful or had a
negative impact on grade point average. I have known some readers to take it to the extreme and
read instead of doing the homework or academic reading that they are supposed to be doing.
They get so wrapped up in the story that they are reading that no other work that is assigned
seems to matter. We want our students to be involved in the literature that they are reading, but
academic success still needs to be achieved.
Moyer (2007) has a term incidental information acquisition that he defines as
information that is gathered from leisure reading material that at some point becomes useful to
the reader and results in some type of learning experience (educational outcome) (p. 68). This is
just another positive side effect from recreational reading. While reading we can pick up
information that we do not even realize we are internalizing. For example, if you are reading a

23

fiction story about a suspected murder and their journey you may be learning more about the
legal system, but you may not be realizing it until it is brought up at a later date. When someone
has a question about a trial you may, surprisingly, be able to answer it. Readers are going to learn
about more than just the world around them; they are also going to learn about themselves. Ross
(2000) calls it finding without seeking. Reading can be an eye-opening experience and open our
minds for fresh ideas and perspectives that we otherwise would not have seen.
This beautiful journey of literature starts with a choice; what to read. Speaking in terms
of solely recreational reading, students should be the ones choosing the books that they are going
to be spending time reading. We want our students to be lifelong readers. The first step in this
process is to let the students choose. By doing so, they may develop a lifelong love of reading
(Rich, 2009). Critics and literary specialists take two different sides when it comes to the matter
of students choosing their books. Critics of choice say that the student will pick trendy books that
are not well suited for a school setting (Rich, 2009). While literary specialists say that letting
students choose their literature is going to increase their motivation to read in and outside of the
classroom (Rich, 2009). By increasing their motivation these students are going to continue to
read beyond just that one book that they first choose. Keeping these students motivated
intrinsically is going to nourish their habit of reading throughout their lifetime. By students
having the choice to read the novel that interests them is an immeasurable intrinsic motivator. We
are preparing our students to be well-rounded, ready to take on the world adults. One part of
being an adult is having the right to choose what we do with our time. Part of that time includes
choosing the books that interest us and reading them. We should allow our students the same
right. They deserve that same respect that adults get. In the traditional English classroom this is
not the norm, and students may feel like this choice is some kind of temporary reward (Atwell,

24

1989). Choice needs to become a norm that is enforced in the English classroom. It is going to
mold our students into lifelong readers and learners. Lause (2004) says that students also need to
decide what they like and dislike. They should know that they have the option to stop reading a
book if the first chapter does not appeal to them. We want reading to be a positive experience not
a forced experience. Once students exit the K-12 schooling system students may not know what
sorts of genres interest them. This is because they have been told what they will be reading for
years. Most of that reading would include the required texts and not many books read for
recreation. No wonder these students turn into adults that say they do not like reading. Maybe
they did not like most of the texts that they read during their English classes, and they do not
realize that there is a world of literature so grand and beyond that. Everyone should be able to
find a piece of literature that interests them; there is something out there for every reader.
Students should experience a well-balanced curriculum in the English classroom. For
students to get the best English education possible they need to be reading recreational texts as
well as academic texts (Gallagher, 2009). Just because recreational reading has so many listed
benefits does not take away from the fact that academic reading is also beneficial as well as
necessary for students. Both academic text and recreational texts have their bonuses. Academic
reading is crucial to students because it is challenging, and it pushes students. Many students
may have to read more professional literature in their jobs, so it is our job as English teachers to
prepare them for that. If student are only exposed to academic texts their interest in reading will
surely fizzle out (Gallagher, 2009). One of the perks that academic reading does not present is
the enchantment and escape that can be felt when reading for leisure. This aspect of reading may
not be respected, but it is one of the best parts of reading (Gilbert & Fister, 2011). Students who
are more creative-based may have an easier time acquiring information through fiction literature

25

over an academic source filled with statistics and facts. Getting lost in a book is what is going to
make students finish that book, and then start another one when they have completed that book.
A lifelong love of reading does not foster overnight. This habit needs to be constantly
nourished; nourished with all types of different literature. (Lesesne, 1991). Students are not
going to find reading pleasurable, and have a passion for it, if they are solely reading out of a
textbook (Lesesne, 1991). We want students to find pleasure in reading because then these
students are going to harbor a love of reading that they will carry on throughout their lifetime.
Opposers may say that all of this energy should be concentrated towards academic texts
(Gilbert & Fister, 2011). After all, does another persons imagination have any true value in the
school system (Ross, 2000)? These naysayers have not looked into all of the tremendous
offerings that recreational reading brings to the table for our future generations. It can actually
help fulfill many academic goals. Improved reading achievement, a greater vocabulary, and a
broader base of knowledge are just a few of the astounding assets that follow after reading for
recreation.
Some of the books that are being read inside classrooms are phenomenal, but the tactics
that the teachers are using are flipping these books into something dreadfully boring (Gilbert &
Fister, 2011). While these practices are taking place they are slowly killing off lifelong readers
one by one (Gallagher, 2009). Quite often the books that are misrepresented are the required
texts that the class is reading together. This is a shame because these required texts are the one
that can bring the class together to have informed discussions (Lause, 2004).

26

Conclusion
By teachers setting up a schedule that will include both academic and recreational texts
through the year, they are helping their students become well-versed readers. Both types of
literature are working different parts of the readers brain while they are engaged. By reading
recreationally the student will begin to achieve their academic goals; such as becoming a better
writer, having an expanded vocabulary, or being able to concentrate more fully on the task at
hand (Gallik, 1999; Kelly & Kneipp, 2009). In a broader viewpoint recreational reading can lead
students toward a lifetime full of reading, but this does not happen overnight. Students need
guidance and encouragement from their teacher. Teachers can assist students with choosing
appropriate books for them, as well as showing the students that they love to read too.
Some may question teachers asking if recreational reading really deserves a place in the
English classroom. This is simply not true, and these people are failing to recognize all of the
tremendous benefits that spring from reading for leisure. It does deserve a place in the classroom,
and also readers should be reading outside of the classroom. When students walk out the door we
want them to be lifelong readers and continue to read and pass along their love of literature. To
achieve this goal students need plenty of time as well as plenty of books to choose from. By
having many options to comb over students should always have a book at hand. The number one
goal that English teachers across the country should have is to beget as many lifelong readers as
possible. The way to do this is by guiding them to books of interest, and uplifting them as they
continue to read for recreation.

27

References:

Anderson, R.C., Wilson, P.T., Fielding, L.G. (1988). Growth in reading and how children spend
their time outside of school. Reading Research Quarterly, 23(3), 285-303..
Atwell, N. (1989). In the middle reading, writing, and learning with adolescents. Portsmouth,
New Hampshire: Boynton/Cook Publishers.

Donelson, K.L., (1969). Free reading: Another view. Journal of Reading, 12(7), 545-548.

Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader
engagement. The Journal of Experimental Education, 72(2), 93-116.

Gallagher, Kelly. (2009). Readicide: How schools are killing reading and what you can do about
it. Portland, Maine: Stenhouse Publishers.

Gallik, J.D. (1999). Do they read for pleasure? Recreational reading habits of college students.
Journal of Adolescent and Adult Literacy, 42(6), 480-488

Gilbert, J., Fister, B. (2011). Reading, risk, and reality: College students and reading for
pleasure. College and Research Libraries, 474-95.

28

Grambs, J.D. (1959). The conference on lifetime reading habits. The Reading Teacher, 12(4),
218-221.

Greaney, V., Hegarty, M. (1987). Correlates of leisure-time reading. Journal of Research in

Reading, 10(1), 3-20.

Kelly, K. E., & Kneipp, L. B. (2009). Reading for pleasure and creativity among college
students. College Student Journal, 43(4), 1137-1144.

Lause, J. (2004). Using reading workshop to inspire lifelong readers. English Journal, 93(5), 2430.

Lesesne, T. S. (1991). Developing lifetime readers: Suggestions from fifty years of research.
English Journal, 80(6), 61-61.

Moyer, J.E. (2007). Learning from leisure reading: A study of adult public library patrons.
Reference & User Services Quarterly, 46(4), 66-79.
(n.d.). About the faculty. Retrieved November 25, 2012, from http://www.c-t-l.org/index.html
Preddy, L. (2007). Promoting an addiction to reading. School library media activities monthly
24(2), 24-26.

29

Rich, M. (2009, August 30). The future of reading; Students get new reading assignment: Pick
books you like. The New York Times.

Ross, C. (2000). Finding without seeking: What readers say about the role of pleasure reading as
a source of information. Aplis, 13(2), 72.
Sanacore, J. (2000). Promoting the lifetime reading habit in middle school students. The clearing
house, 73(3), 157-161.
Sanacore, J. (2006). Nurturing lifetime readers. Childhood education 83(1), 33-37.

Strommen, L.T., Mates, B.F. (2004). Learning to love reading: Interviews with older children
and teens. Journal of Adolescent and Adult Literacy, 48(3), 188-200.
Trelease, J. (2001). The read-aloud handbook. New York, New York: Penguin books.
Wilson, J.D., Casey, L.H. (2007). Understanding the recreational reading patterns of secondary
studennts. Reading Improvement, 44(1), 40-49.