The Reading Interests of Jordanian First-, Second and Third-Grade Pupils and the Obstacles Limiting these Interests

Abstract

The present researchers interviewed 150 first-, second- and third-grade pupils from the schools of the departments of education in the north of Jordan to determine their reading interests, sources of reading materials, and whether or not these pupils have positive attitudes towards reading. The researchers attempted to examine teachers’, parents’, and peers’ roles in developing the pupils’ reading interests and the obstacles that affect these interests. The study revealed that stories and picture books/magazines top the pupils’ reading interests while the school library is their major source of reading materials. The pupils were found to have positive attitudes towards reading. The findings further revealed that although most teachers talk to their pupils about the importance of reading, they hardly play a part in developing these pupils’ reading interests. The findings also revealed that most parents do not encourage their children to read materials other than their school textbooks, while peers were found to encourage one another to read. Lack of incentives and much school homework were found to be the major obstacles facing the pupils’ reading interests followed by inadequate books for all pupils, lack of new reading materials in the school library, and parents’ unwillingness to buy reading materials for their children. The researchers put forth a number of relevant recommendations for parents, teachers, and school authorities.