Reading for Enjoyment

This survey focused on students from Year 4 to Year 6. It explored their reading interests beyond the classroom environment. By delving into their choices, frequency, and preferences in how they read and where they read, we discover many of their habits and perceptions of reading for enjoyment.

Through this exploration, we aim to discover the diverse reading interests of students, uncover trends in their literary choices, students’ understanding of how reading at school can help them at home, reading  habits of whānau, and places where books can be accessed to read in their own time. Ultimately, this survey endeavours to contribute to the ongoing dialogue on fostering a lifelong passion for reading.

Do your family read at home? If so what do they read?

• Yes. Books about growing up and animals.
• Yes, Mum reads romance.
• My mum does, she nearly has enough books to open a library.
• My family reads about growing flowers and gardening.
• My parents read stuff that happened a long time ago or real life stuff that I don't understand.
• We read horror, thriller, and other sorts of things.
• My family reads ‘real life’ books.
• They read cooking books but my brother doesn’t really read.
• They read the news on their phone.

How does reading at school help you to read at home?

• Reading at school motivates me to read at home because at school the books are interesting.
• It helps so I can read longer words.
• To get your sounds right and read with expression.
• I'm a way faster reader and have more confidence.
• It helps me read different books to see if I like them or not.
• By finding a series at school then reading them at home.
• At school we learn the tricky books so it's easy at home.
• I use some books with scientific words so I know bigger words.
• School helps you learn how to read and sound words out but otherwise at home you have to learn without any one to help you.
• It helps me read what my video games say in the instructions.

Based on the survey results of reading interests among the year 4 to year 6 students several conclusions can be drawn:

• Preference for Fiction: A significant majority of respondents showed a strong preference for fiction genres such as fantasy, adventure, and mystery. This suggests that adventurous and imaginative narratives appeal most to this age group.

• Gender Differences: There may be slight variations in reading preferences between genders, with boys showing a higher interest in action-packed stories and girls leaning towards fantasy, animal, and friendship-themed books. However, these differences vary by individual interests.

• Digital vs. Print: A perfect 50:50 split was shown by the students with neither of the forms of reading method being more preferred. This could also reflect the accessibility of digital platforms for reading for some of our students.

• Influence of Peers and Adults: Recommendations from friends, family, and teachers heavily influence the reading choices of children in this age range. This highlights the importance of social influence and exposure of reading materials in shaping their reading habits.

• Non-fiction Interests: While fiction dominates the interests of reading at home, many of these children also expressed interest in non-fiction topics, especially those related to animals, space, and science. 

• Reading Habits and Time Spent: A majority of children reported reading regularly, with bedtime emerging as a popular reading time as well as reading during gaming and interacting with others. 

Have you ever wondered what your children think about reading? Maybe you could take some time to ask them to share their ideas with you. Their answers could be rather interesting.