Adolescent Readers Research Articles

Research on adolescents' new media literacy and its cultivation

Emphasizing the cultivation of adolescents' new media literacy and their ability to respond to the new media environment is of great significance to the growth of young people. Adolescents can enhance their learning autonomy, broaden their horizons, and meet their personalized development needs by utilizing new media in their studies and daily lives; however, new media has certain adverse effects on the construction of a systematic knowledge system and the development of reading, learning, thinking, and critical abilities in adolescents. Based on the characteristics of new media, this article analyzes the pros and cons of new media's impact on adolescents and preliminarily discusses the cultivation of adolescents' new media literacy from multiple perspectives, including the nation, society, schools, teachers, parents, and students themselves.

The Joy of Queer Science Fiction Reading, or: Will Queers Destroy Science Fiction?

The paper seeks to examine the connections between “queer reading” and “science fiction reading” from the perspective of readers’ recollections of their juvenile experiences of “looking for clues” in queer sf narratives. Using Eve Kosofsky Sedgwick’s concept of reparative reading, I discuss the idea of queer adolescent reading as a possibly transformative experience that offers exciting theoretical opportunities for academic scholarship on the fantastic. By turning attention to selected testaments of adolescent queer readerly experiences, written by both writers and fans, I hope to demonstrate both the personal (individual) and collective nature of queer self-recognition through these intense and affective engagements with sf texts. A closer examination of a collection of short essays in which authors reflect on the provocative idea of “queers destroying sf,”also based on individual recollections of engaging with sf as young readers, expands the discussion to incorporate fan activity and the question of queer canon-forming.

Adolescent reading characteristics and transition patterns: A latent transition analysis of individual, family, and school influences

Adolescent reading characteristics and transition patterns: A latent transition analysis of individual, family, and school influences

Direct and indirect pathways linking gentrification to adolescent reading and math achievement via educational aspirations and psychological distress.

This study examined how living in a gentrifying neighborhood may impact adolescents' reading and math achievement via educational aspirations and psychological distress and asked whether these pathways differ according to socioeconomic status and race. A framework combining theories of adolescent development and neighborhood effects was empirically tested using a racially diverse sample of adolescents living in urban neighborhoods in North Carolina matched to administrative school records and census data (N = 1,045, Mage = 12, 8% American Indian, 4% Asian, 32% Black, 62% White, 15% multiracial, 16% Latinx, categories not mutually exclusive). At the population level, structural equation models found no relation between the extent of gentrification occurring in youths' neighborhood of residence and reading and math achievement, educational aspirations, or psychological distress. However, moderated mediation models revealed a positive association between gentrification and psychological distress among youth with low (but not high) subjective family economic status, leading to a small negative indirect effect of gentrification on math achievement. The link between gentrification and increased psychological distress was largest among Black youth with low subjective family economic status, who may face both heightened racism and classism-related social stressors as their neighborhood gentrifies. Findings have theoretical and policy implications, as they challenge the assumption that living in proximity to higher income, higher educated peers will benefit youth from disadvantaged neighborhoods. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Direct and Indirect Pathways Linking Gentrification to Adolescent Reading and Math Achievement via Educational Aspirations and Psychological Distress

Supplemental Material for Direct and Indirect Pathways Linking Gentrification to Adolescent Reading and Math Achievement via Educational Aspirations and Psychological Distress

Eye Movements and Autonomic Regulation of Cognitive Activity during Reading in Adolescence. Part I. Functional “Cost” of Cognitive Activity when Reading Text from the Screen in Adolescence

Reading from the screen of an electronic device (ED) is a significant cognitive activity for adolescences, and its complexity affects visceral functions. We conducted an analysis of the heart rate variability (HRV) and eye movements (EM) in adolescents while they were reading complex text on an ED screen. The aim was to assess the functional state characteristics under these conditions and reveal the intensity (“cost”) associated with this activity The study involved 22 adolescences with an average age of 15 years (М = 15.46, SD = 0.44). Reading text from an ED screen in adolescents was associated with a high functional “cost,” characterized by a decrease in overall HRV, an increase in the tension index and heart rate. These changes indicate the functional tension of regulatory systems during cognitive activity. The study revealed varying levels of parafoveal processing involvement. For the majority of adolescents (86.4%), word-by-word reading and a low percentage of regressions (12.0%) were observed, suggesting developed average reading skill. However, a qualitative analysis of individual EM tracks indicated varying level of reading skill development among adolescents, possibly due to a limited vocabulary and a lack of understanding of syntax. Additionally, 40.9% of adolescents demonstrated poor text comprehension. Our results showed that reading remains a complex cognitive task for adolescents, despite the expectation that their reading skills should be well-developed and automated by this age. Individual analysis of HRV and EM in adolescents with varying levels of text comprehension during reading demonstrated different strategies of adaptive behavior and autonomic reactions when performing a complex cognitive task. The functional “cost” of information processing when reading text from the ED screen results from a combination of age-related and individual adaptation characteristics, language competence and the psycholinguistic complexity of the text.

Development Of Comic Media To Enhance Knowledge And Attitudes Of Adolescent Girls Towards Personal Hygiene

Introduction: This research aims to explore and design a comic book cover design that can attract the attention of adolescents, considering input from a Focus Group Discussion (FGD). Visual style and aesthetics of the comic are considered crucial to engage the primary target audience, which is adolescents. Materials & Methods: This study used a qualitative approach to explore the development of an Islamic-themed comic suitable for the pesantren (Islamic boarding school) community. The research employed a Focus Group Discussion (FGD) approach to gather input and preferences from adolescents regarding the cover design, characters, storyline, and visual aesthetics of the comic. The FGD discussion results were then used as a basis to design a comic that aligns with the target audience. Results: The development of an Islamic-themed comic for the pesantren community requires attention to several critical aspects. First, the comic must prioritize the conveyance of moral messages and Islamic teachings through its visual aesthetics, featuring scenes that reflect the ethics, morality, and religious practices upheld by the pesantren. The use of widely recognized Islamic symbols, such as Arabic calligraphy and Islamic emblems, can reinforce the Islamic identity of the comic. The selection of warm and neutral colors is also essential to create an atmosphere of peace and tranquility, which is characteristic of the religious context. A simpler, cleaner, and more realistic artistic style is generally preferred by the pesantren community. Attention to representational ethics, such as the selection of modest clothing and character appearances that reflect propriety and dignity, must also be considered. Finally, the visual aesthetics of the comic should reflect the local cultural context of the pesantren, to enrich the visual experience of the readers and strengthen the identity of the pesantren. The FGD results emphasize that the comic book cover design should be simple yet appealing, using vibrant colors that can captivate adolescents. The Japanese or Korean anime visual style is considered most suitable to the current tastes of adolescents. However, Islamic values must be maintained, such as in the character’s appearance and attitude, which should reflect an Islamic personality. Furthermore, the main character of the comic should embody a diligent and positive female role model to inspire adolescent readers. The storyline is designed to provide a comprehensive and educational narrative about personal hygiene in the life of a pesantren. Conclusion: The findings of this research emphasize the importance of a simple yet appealing comic book cover design, utilizing Japanese or Korean anime styles to capture the attention of adolescents while still maintaining Islamic values. The visual aesthetics of the comic must reflect the moral message of Islam through the use of Islamic symbols, appropriate color choices, and a simple yet realistic art style.

Contemporary Czech LGBT+ literature: The example of Muffin and Tea and Cupcakes and Conspirators

Based on a qualitative content analysis, we present two loosely related artistic narratives, Muffin and Tea (2018) and Cupcakes and Conspirators (2019) by Theo Addair, which belong to the current stream of contemporary young adult literature in which homosexuality is thematized. We have focused on selected narrative lines that relate to the themes of literary representations of homosexuality in contemporary intentional literature. Before the analysis, we set four questions: 1. How is the theme of homosexuality presented in these two works; 2. What is the originality of these artistic narratives; 3. How does the author portray the main characters in relation to their perception of themselves; 4. Are these works relevant to the issue of self-acceptance and acceptance by contemporary society in the area of minority sexual orientation? We conclude that sexual minority issues are depicted in these narratives in conjunction with the adolescents´ societal backgrounds, with the main theme presented alongside other minority characteristics or handicaps that affect the adolescents´ self-acceptance. It is in the accentuation of I other themes that we see the relevance of the publications for contemporary adolescent readers.

Александр Кушнер: два «Посещения»

The article considers and compares two poems by A. S. Kushner with a common name – “Visit” (1977 and 1985). They are united by the situation of the lyrical hero returning to the places where he spent his childhood and youth. However, the author’s position is deprived of the nostalgic regret about the past years that is expected in such cases – in particular, due to the mismatch of memories with the real world of the past. Kushner continues the Russian tradition of lyrical “returns” (Pushkin, Baratynsky, Nekrasov, etc.), but correlates it with the new historical context and experience of the Soviet era, which undergoes critical re-interpretation in his poems. The second poem does not copy the first: the lyrical retrospective in it is more profound due to the motifs of infant and adolescent reading of the late Stalin era, childrens’ and “adult” (popular in the post-war years) volleyball games, and school studies. The article also analyzes the poetic technique used by Kushner, revealing its significance for the lyrical content of poems. A relatively short meter (iambic trimeter, anapestic dimeter), seemingly unexpected in the poems by Kushner, who gravitated towards the “long” line in the 70s and 80s, betrays a hidden polemic in relation to the epic poetry, a poetic theme seeming to lead up to it, but the epic poetry being consciously foreign to the poet himself. The article also touches upon another (the third) poem by Kushner called “Visit” (1973), which is only indirectly related to the other two, but which also contains the motifs of the Soviet history. As a result, all three poems fit into a series of poems by Kushner that recreate the socio-political atmosphere of the Soviet era.

The reliability of Hebb repetition learning and its association with language and reading in adolescents with intellectual disabilities

Hebb repetition learning (HRL) refers to neurodevelopmental processes characterised by repeated stimulus exposure without feedback, which result in changes in behaviour and/or responses, e.g., long-term learning of serial order. Here, we investigate effects of HRL on serial order memory. The present research aimed to assess the reliability of new HRL measures and investigate their relationships with language and reading skills (vocabulary, grammar, word reading) in adolescents with intellectual disability (ID). A comparison group of children of similar mental age with typical development (TD) was also assessed. ID and TD groups were tested on HRL tasks, evaluating test-retest and split-half reliability. The relationship between HRL and language and reading was analysed after accounting for the influence of mental age and verbal short-term memory. The HRL tasks displayed moderate test-retest (and split-half) reliability, HRL tasks with different stimuli (verbal, visual) were related, and we identified issues with one method of HRL scoring. The planned regression analyses failed to show relationships between HRL and language/reading skills in both groups when mental age, a very strong predictor, was included. However, further exploratory regression analyses without mental age revealed HRL's predictive capabilities for vocabulary in the ID group and reading in the TD group, results which need further investigation and replication. HRL displays promise as a moderately reliable metric and exhibits varied and interpretable predictive capabilities for language and reading skills across groups.

수용자에서 생비자로, 청소년소설의 재매개 양상 연구 -북트레일러를 중심으로-

This study explores the potential of adolescent readers to act as subjects of literary enjoyment, by examining how they participate in the production and consumption of book trailers. Book trailers for young adult novels illustrate the remedial characteristics of the digital age well, and are broadly classified into two types depending on the producer. The analysis revealed that in the first type of book trailers, through the comments of adolescent readers, it was evident that adolescents who read the respective books voluntarily or involuntarily transformed into active literary enthusiasts. They showed significant interest in the multimodal and participatory characteristics of the book trailers, confirming that they gained reading motivation through them. Through the second type of book trailers, it was observed that adolescents became producers themselves, creatively expressing the young adult novels they had read. They created unique works with diverse images, effects, and music, surpassing those produced by traditional publishers in terms of content and form. This study confirmed that adolescents can grow as prosumers and creators in a dynamic literary culture. Additionally, the educational potential of book trailers can be explored further.

Eye Movements and Autonomic Regulation of Cognitive Activity During Reading in Adolescence. Part I. Functional “Cost” of Cognitive Activity when Reading Text from the Screen in Adolescence

Eye Movements and Autonomic Regulation of Cognitive Activity During Reading in Adolescence. Part I. Functional “Cost” of Cognitive Activity when Reading Text from the Screen in Adolescence

Effects of online tDCS and hf-tRNS on reading performance in children and adolescents with developmental dyslexia: a study protocol for a cross sectional, within-subject, randomized, double-blind, and sham-controlled trial.

Developmental Dyslexia (DD) is a brain-based developmental disorder causing severe reading difficulties. The extensive data on the neurobiology of DD have increased interest in brain-directed approaches, such as transcranial direct current stimulation (tDCS), which have been proposed for DD. While positive outcomes have been observed, results remain heterogeneous. Various methodological approaches have been employed to address this issue. However, no studies have compared the effects of different transcranial electrical stimulation techniques (e.g., tDCS and transcranial random noise stimulation, tRNS), on reading in children and adolescents with DD. The present within-subject, double-blind, and sham-controlled trial aims to investigate the effects of tDCS and hf-tRNS on reading in children and adolescents with DD. Participants will undergo three conditions with a one-week interval session: (A) single active tDCS session; (B) single active hf-tRNS session; and (C) single sham session (tDCS/hf-tRNS). Left anodal/right cathodal tDCS and bilateral tRNS will be applied over the temporo-parietal regions for 20 min each. Reading measures will be collected before and during each session. Safety and blinding parameters will be recordered. We hypothesize that tRNS will demonstrate comparable effectiveness to tDCS in improving reading compared to sham conditions. Additionally, we anticipate that hf-tRNS will exhibit a similar safety profile to tDCS. This study will contribute novel insights into the effectiveness of hf-tRNS, expediting the validation of brain-based treatments for DD.

Adolescent Reading Literacy in View of Family Support and Reading Duration in Middle School Students

Adolescent Reading Literacy in View of Family Support and Reading Duration in Middle School Students

Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement

AbstractThis study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.

Motivating adolescents to read

Motivating today’s adolescents to read is a challenge. Martha Abele Mac Iver, Marcia H. Davis, and Douglas J. Mac Iver discuss the kinds of literacy instructional practices that address what we know about adolescent motivation. They also review several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student reading motivation and academic outcomes.

Causal Relationships Between Screen Use, Reading, and Brain Development in Early Adolescents.

The rise of new media has greatly changed the lifestyles, leading to increased time on these platforms and less time spent reading. This shift has particularly profound impacts on early adolescents, who are in a critical stage of brain development. Previous studies have found associations between screen use and mental health, but it remains unclear whether screen use is the direct cause of the outcomes. Here, the Adolescent Brain Cognitive Development (ABCD) dataset is utlized to examine the causal relationships between screen use and brain development. The results revealed adverse causal effects of screen use on language ability and specific behaviors in early adolescents, while reading has positive causal effects on their language ability and brain volume in the frontal and temporal regions. Interestingly, increased screen use is identified as a result, rather than a cause, of certain behaviors such as rule-breaking and aggressive behaviors. Furthermore, the analysis uncovered an indirect influence of screen use, mediated by changes in reading habits, on brain development. These findings provide new evidence for the causal influences of screen use on brain development and highlight the importance of monitoring media use and related habit change in children.

Less Face, more Books - the importance of reading for adolescents’ mental health

Less Face, more Books - the importance of reading for adolescents’ mental health

Sylvia Plath’s Poetry in Multiple Versions: A Case Study of UK School Anthologies

The history of poetry anthologies created for use in compulsory nation-state education is largely untold. As material objects, school anthologies tend to be regarded as low status and ephemeral. Yet these objects have a lasting impact, as they facilitate encounters that are formative in shaping public understanding of poetry. This paper illustrates how two poems that are commonly featured in school poetry anthologies, Sylvia Plath’s “You’re” and “Morning Song,” encode a historical rationale for their material form in their bibliographic practices. It shows how “You’re” and “Morning Song” became “enregistered” (Agha 190) as acceptable tokens for the discussion of motherhood and domestic relationships by school-based adolescent readers with different social valuings of poetry and different levels of literacy. The case study of these two poems illuminates how poems in their multiple versions become established within a long-lasting and pervasive pedagogical canon of poetry. As such, the multiple pedagogical versions of poems have a value in constructing a complete story of the everyday “afterlife” of a poet’s work.

Domestication Western-Style: Fantasies of Harmony and the Violence of Plasticity in Mary O’Hara’s My Friend Flicka

ABSTRACT Historically, animal characters and animal-child encounters in children’s narratives have served largely metaphorical functions. More recently, scholars have become interested in exploring literary human-animal relations as interesting in and of themselves and not purely as background for promoting values and attitudes considered desirable for adolescent readers. The article proposes a reading of Mary O’Hara’s novel My Friend Flicka (O’Hara 1941) which embeds the relationship between the human protagonist and the horse in the wider stories of equine domestication and the settling of the Western frontier. In effect, while the story of Ken and Flicka is read as a metaphor – a synecdoche even – it is not a metaphor of human-human encounters but of the contradictions and ethical dilemmas inherent to the process of human-directed animal domestication in a capitalist settler colonial society. Ken’s coming of age through the story of love and loss is representative of dilemmas that humans engaged in processes of domestication have had to grapple with: Ken must come to terms with the violence of domestication. Concurrently, Flicka’s story of pain, fear, and love is read not just as the unique story of an individual horse but of the generations of equines that have been forced to adapt to an environment shaped by human dominance.