The Role of Literature in Reading Achievement

Abstract

ince the report Becoming Nation of Readers (Anderson et al. 1985), the relationship between the amount of time elementary school students spend reading and their level of reading achievement continues to generate interest. The findings of this report strongly suggest that school reading programs should give greater priority to time spent on actual reading throughout the school day. Equally important is the acknowledgement of relationship between students' time spent reading outside of school and their reading achievement (Anderson, Wilson, and Fielding 1988). Time spent reading books is closely associated with the measure of child's status as reader. Reading books has been found to be a cause, not merely reflection of reading proficiency (35). The gradual effect of these reports has been to shift the focus of elementary reading programs away from traditional basal reader program toward literature-based approach, using quality children's literature as the basis of sound reading curriculum (Cullinan 1987). In response to this research, teachers have encouraged more reading not only within their reading programs but also during freetime activity. Sustained silent reading, reading incentive programs, and reading aloud are activities that have reappeared in elementary classrooms in an attempt to influence reading habits both inside and outside of school.