Their definition of engagement describes perceptions, academic and leisure reading, as well as the number and type(s) of text that are read and how many hours are typically spent reading. The facts and results presented by this study are realistic and place a cruel indictment of failure upon American schools with the promise that addressing the problem of American students’ general lack of engagement in reading would make much progress in the overall level of reading competency. It is dry but provides an invaluable peek at the international perspective. The information is easily verified by internet search, accurately represents a balanced international perspective, and was published by a credible journal.
Cassidy, J., Valadez, C., Garrett, S., & Barrera, I. (2010). Adolescent and Adult Literacy: Whats Hot, Whats Not. Journal of Adolescent & Adult Literacy, 53(6), 448-456. Retrieved from Academic Search Complete database.
Although hardly an objective title or study, the material provides some interesting figures and a history of public opinion on issues of educational attainment. The research is brief but stark in its use of shock value. It assumes that the respondents were familiar with terms such as “striving readers”. The practical applications of this essay and its usefulness to an understanding of the generalized perspectives of instructors and parents in the last ten years are demonstrable. Even the “What’s Not” [hot] items were telling indicators of current public opinion and theories of education. There are a multitude of facts in a disjointed presentation, and some excellent points were buried in a large wall of text rather than broken up to emphasize their poignancy. The citation of facts was dull and lacking, and, as a result, gave the impression that the information should be taken with a grain of salt.
Du Boulay, D. (1999). Argument in Reading: what does it involve and how can