Are Western Australian adolescents keen book readers?
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Claims the paper makes
0 of 23 cited sources checked · 0 supported · 0 flagged
- Findingreasoning
The relationship between frequency and attitude was not consistent.
“The relationship between frequency and attitude was not consistent.”
Quote in the paperSubstantial claim - Findingown data
The volume of books read by the cohort as a whole was low.
“The volume of books read by the cohort as a whole was low.”
Quote in the paperSubstantial claim - Findingown data
33% of infrequent readers had a positive or neutral attitude toward reading in free time.
“whereas a substantial 33% of infrequent readers had a positive or neutral attitude toward reading in free time.”
Quote in the paperSubstantial claim - Findingown data
28% of students read less than 3 books a year.
“28% of students read less than 3 books a year.”
Quote in the paperSubstantial claim - Findingown data
37% of students claimed to read at least one book a fortnight.
“while 37% of students claimed to read at least one book a fortnight”
Quote in the paperSubstantial claim
- Findingown data
The majority of Western Australian adolescents are not meeting the goals of daily recreational book reading of at least one hour daily.
“The majority of Western Australian adolescents are not meeting these goals.”
Quote in the paperSubstantial claim - Findingown data
27% of students disagreed or strongly disagreed that they like reading books in their free time.
“with 27% of students disagreeing, or strongly disagreeing.”
Quote in the paperSubstantial claim - Findingown data
49% of students agreed or strongly agreed that they like reading books in their free time.
“nearly half (49%) of students agreed or strongly agreed with this statement”
Quote in the paperSubstantial claim - Findingown data
9% of avid readers had a negative or neutral attitude toward reading in free time.
“Not all avid readers actually liked reading; 9% had a negative or neutral attitude toward reading in free time”
Quote in the paperSubstantial claim - Findingown data
Gender was found to be highly significant in volume, frequency, and attitude toward recreational book reading (P < 0.01).
“In all three cases, gender was found to be highly significant (P < 0.01).”
Quote in the paperSubstantial claim - Findingown data
48% of students read a book less than once a month.
“48% read a book less than once a month.”
Quote in the paperSubstantial claim - Findingown data
The majority of Western Australian adolescents may not be keen book readers.
“The findings of this study suggest that the majority of Western Australian adolescents may not be keen book readers”
Quote in the paperSubstantial claim - Findingown data
Girls read books more often than boys.
“it was clearly apparent that girls were reading books more often than boys”
Quote in the paperSubstantial claim - Findingown data
Most students had a positive or neutral attitude toward reading books for recreation.
“Thus most of the students had a positive or neutral attitude toward reading books for recreation.”
Quote in the paperSubstantial claim - Findingown data
Boys may read less than girls.
“boys may read less, and have a less positive attitude toward book reading, than girls”
Quote in the paperSubstantial claim - Findingown data
A high rate of readers exhibited reading frequency levels not wholly reflective of their attitudinal position.
“A high rate of readers exhibited reading frequency levels that were not wholly reflective of their attitudinal position.”
Quote in the paperSubstantial claim - Findingown data
15% of students claimed to read no books.
“While only 15% of students claimed to read no books”
Quote in the paperNot a substantial claim - Findingown data
16% of students read at least one book per week.
“only 16% of students read at least one book per week”
Quote in the paperSubstantial claim - Findingown data
Girls were more likely than boys to have a positive attitude toward reading books for fun in their free time.
“girls were more likely than boys to have a positive attitude toward reading books for fun in their free time”
Quote in the paperNot a substantial claim - Findingown data
Boys may have a less positive attitude toward book reading than girls.
“boys may read less, and have a less positive attitude toward book reading, than girls”
Quote in the paperSubstantial claim - Findingown data
Over a quarter of girls (27%) were infrequent recreational book readers.
“with over a quarter of girls (27%) infrequent recreational book readers.”
Quote in the paperNot a substantial claim - Findingown data
The gender difference was substantial across all measured dimensions.
“The gender difference was substantial across all measured dimensions.”
Quote in the paperSubstantial claim - Premisecitation
For US 4th graders, daily or almost daily home story or novel reading led to higher than average scores on a combined reading literacy scale.
“The Institute of Education Services (IES) found that for US 4th graders, daily or almost daily home story or novel reading led to higher than average scores on a 'combined reading literacy scale ' (2011, p. 16)”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Institute of Education Services (2011)
Not checked in the free run.
- Interpretationown data
In this sample, attitude was not necessarily reflective of practice.
“This suggests that, in this sample at least, attitude was not necessarily reflective of practice.”
Quote in the paperSubstantial claim - Interpretationown data
Gender is an issue of significance when examining attitudes toward recreational book reading.
“the difference between girls and boys findings are troubling, and suggest that, when examining attitudes toward recreational book reading, gender is clearly an issue of significance.”
Quote in the paperSubstantial claim - Premisecitation
Daily reading is associated with better performance on literacy tests.
“studies looking at 'general' reading (including other text types) suggest that daily reading is associated with better performance on literacy tests (OECD, 2011b).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites OECD, 2011b
Not checked in the free run.
- Premisecitation
Recreational book reading improves individual literacy outcomes.
“As recreational book reading improves individual literacy outcomes”
Quote in the paperSubstantial claim0 of 3 sources checked- cites Samuels & Wu, 2001
Not checked in the free run.
- cites OECD, 2010
Not checked in the free run.
- cites Moore et al., 1999
Not checked in the free run.
- Interpretationown data
Overall reading frequency is not a reliable indicator of reading without examining sessional duration.
“The findings contest the notion that independently applied, overall reading frequency is a reliable indicator of reading.”
Quote in the paperSubstantial claim - Interpretationown data
The finding that 49% liked reading in free time was not reflective of the percentage of students characterised as avid readers (34%).
“the finding that 49% liked reading books in their free time was not reflective of the percentage of students who were characterised as avid readers (34%).”
Quote in the paperSubstantial claim - Interpretationown data
There is a lack of unqualified causality between attitude and frequency.
“Further proof of the lack of unqualified causality between attitude and frequency could be noted in examination of avid and infrequent readers whose attitude was contrary to their frequency.”
Quote in the paperSubstantial claim - Premisecitation
For 13-year-olds, there is a positive relationship between reading frequency and achievement, with diminishing returns extending to six or seven times per week.
“An analysis of reading achievement and diminishing returns for time invested by 13-year-olds in homework and recreational reading found a positive relationship between reading frequency and achievement, with returns diminishing much later than when time is invested in homework, with 'far more gradual diminishing returns extending to six or seven times per week' (Walberg & Tsai, 1984, p. 449).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Walberg & Tsai, 1984 source
Not checked in the free run.
- Premisecitation
Adolescent engagement in recreational book reading is reportedly in decline in the Western world.
“Adolescent engagement in recreational book reading is reportedly in decline in the Western world”
Quote in the paperSubstantial claim0 of 3 sources checked - Interpretationown data
This suggests an improvement on Thompson's earlier finding that around a third read none.
“suggesting an improvement on Thompsons's earlier finding that around a third read none (1987)”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Thompson, 1987
Not checked in the free run.
- Interpretationown data
The finding that 61% of boys and 81% of girls were neutral or positive toward reading is not reflective of media statements that boys do not like reading books.
“the findings in this examination of attitude, where 61% of boys and 81% of girls were neutral or positive toward reading, are not reflective of media statements that claim boys do not like reading books.”
Quote in the paperSubstantial claim - Interpretationnone given
Some Western Australian adolescents were keen book readers.
“Clearly, some Western Australian adolescents were keen book readers.”
Quote in the paperNot a substantial claim - Interpretationown data
The majority of Western Australian adolescents could not be characterised as keen or avid book readers.
“the reading frequency, volume and attitude statistics reported on in this paper suggest that the majority of Western Australian adolescents could not be characterised as keen or avid book readers.”
Quote in the paperSubstantial claim - Interpretationown data
The results were considerably more positive than Nieuwenhuizen's attitudinal findings in 2001.
“these results were considerably more positive than Nieuwenhuizen's attitudinal findings in 2001.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Nieuwenhuizen, 2001
Not checked in the free run.
- Premisecitation
Most Australian adolescents are not avid recreational book readers.
“research suggests that most Australian adolescents are not avid recreational book readers”
Quote in the paperSubstantial claim0 of 3 sources checked- cites Thompson, 1987
Not checked in the free run.
- cites Bunbury, 1995
Not checked in the free run.
- cites Nieuwenhuizen, 2001
Not checked in the free run.
- Premisecitation
Boys are less likely to deem recreational reading enjoyable.
“which suggest that boys are less likely to deem recreational reading enjoyable”
Quote in the paperSubstantial claim0 of 1 sources checked- cites OECD, 2010
Not checked in the free run.
- Study design and conductown data
Inconsistency issues with self-report measures undermine the validity of the findings.
“there are inconsistency issues with self-report measures, which undermine the validity of the findings.”
Quote in the paperSubstantial claim - Interpretationnone given
Attitude was not a fail-proof determinant of regularity of engagement in reading.
“attitude was not a fail-proof determinate of regularity of engagement in reading.”
Quote in the paperSubstantial claim - Study design and conductreasoning
The study does not explore the impact of frequency, attitude and volume on potential benefits of recreational book reading.
“The study was also constrained by the fact that it doesn't explore the impact of the examined variables (frequency, attitude and volume) on any of the aforementioned potential benefits of recreational book reading”
Quote in the paperSubstantial claim
- May combine two claims. 18
- Classified as probably not a substantial claim. 11
- The quote only partly states this claim. 1
May combine two claims.
Findingown dataOnly 16% of Western Australian students were meeting the tipping point of a book per week; the majority was not close to this target.
“Only 16% of Western Australian students were meeting this 'tipping point' of a book per week; the majority was not within close proximity of this target.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data45% of boys were infrequent readers vs 27% of girls; 30% of boys were avid readers vs 43% of girls.
“45% of boys were infrequent readers, compared with 27% of girls; 30% of boys were avid readers, compared with 43% of girls.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data11% of boys and 25% of girls really loved reading books.
“some students really loved reading books; 11% of boys and 25% of girls”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data15% of girls claimed to never read, while 11% reported reading no books for recreation.
“while 15% of girls claimed to 'Never' read, only 11% of girls reported reading no books for recreation.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataGirls read more frequently and also read a greater volume of books.
“girls, who were reading more often, also subsequently read a greater volume of books.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data21% of boys claimed to never read for fun, while 19% reported reading no books for recreation.
“while 21% of boys claimed to 'Never' read for fun, only 19% of boys reported reading no books for recreation.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data23% of girls and 15% of boys were reading daily.
“only 23% of girls and 15% of boys were reading daily”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataWhen split by gender, the modal reading frequency was once a fortnight for girls and once every couple of months for boys.
“the findings peak at different ends, with the highest number of girls reading a book each fortnight, and the highest number of boys reading a book every couple of months.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataA bi-modal distribution: equal avid readers (2+ times a week) and infrequent readers (> once a month), both at 36%.
“A clear bi-modal distribution is apparent in the responses in Table 2, with an equal amount of avid readers (2+ times a week) and infrequent readers (> once a month): both at 36%.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data67% of students spent more than 2 hours a day social networking; 36% spent more than 2 hours a day playing sport; 37% watched more than 2 hours of TV per day.
“67% of all students spent more than 2 hours a day social networking (texting, online social networking, talking with friends), 36% of all students spent more than 2 hours a day playing sport, and 37% of all students watched more than 2 hours of TV per day.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataA third of Daily readers (34%) read less than an hour a day; two-thirds (66%) read less than two hours a day.
“a third of this 'Daily' group (34%) read for less than an hour a day, and two-thirds of the group (66%) read for less than two hours a day.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationcitationSimply setting a 50-book target is not enough.
“simply setting a 50-book target is not enough.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Clark and Poulton, 2011
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataThe final data set included 20 diverse schools.
“The final data set included 20 diverse schools.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
InterpretationreasoningVolume has value when combined with frequency, attitude, and duration measures.
“When added to supplementary measures of frequency, attitude and duration, it becomes part of a greater picture of adolescent reading, and thus has value.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
InterpretationreasoningVolume alone is not a very useful measure.
“Thus, if applied in isolation, volume is not a very useful measure.”
Quote in the paperSubstantial claim- Rests on an assumption: Book lengths vary greatly.
Probably not a substantial claim: may not pass S4 (based).
Premisenone givenBook length is not a reliable indicator of writing complexity; a shorter book may take longer to read if its text is more complex.
“In addition, the length of a book is also not a reliable measure of the degree of complexity of the writing; a shorter book could take longer to read if the complexity of the text is greater.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationThere are limited current studies into recreational book reading practices in Australia, and none focusing on Western Australia.
“there are limited current studies (<10 years old) into recreational book reading practices in Australia (such as Manuel, 2012 andRennie &Patterson, 2010), and none that focus on Western Australia”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Manuel, 2012
Not checked in the free run.
- cites Rennie & Patterson, 2010
Not checked in the free run.
The quote only partly states this claim.
Study design and conductreasoningThe required sample size was calculated to be 383 to obtain results reflective of the target population.
“the required sample size of students was calculated to be 383”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationClark and Poulton found that 50 books a year, or 4 books a month, seems to be a tipping point.
“Clark and Poulton, who found that 50 books a year, or 4 books a month, 'seems to be a tipping point ' (2011, p. 14).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Clark and Poulton, 2011
Not checked in the free run.
May combine two claims.
Interpretationown dataReading attitude impacted behavioural intentions and feelings about book reading, but this impact was not definitive.
“while it can be suggested that reading attitude impacted upon the 'behavioural intentions' an individual has about book reading, such as whether or not they intend to read and how often, and the feelings evoked by recreational book reading (McKenna, Kear, and Ellsworth, 1995, p. 937), this impact was not definitive.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites McKenna, Kear, and Ellsworth, 1995 source
Not checked in the free run.
May combine two claims.
Study design and conductown dataSelf-report data have validity issues, as 2% of male and 4% of female non-readers were inconsistent in their reports.
“This highlights validity issues data derived from self report, with 2% of male and 4% of female non-readers not truly non-readers by their own inconsistent report.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
InterpretationcitationSetting a specific volume target may have a detrimental effect, as reading for enjoyment is more beneficial and access and ability issues may remain barriers.
“Doing so may actually have a detrimental effect, as reading for enjoyment rather than meeting targets is more beneficial, and access and ability issues may still remain static barriers regardless of what target is set (Clark and Poulton, 2011).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Clark and Poulton, 2011
Not checked in the free run.
May combine two claims.
Study design and conductown data520 students participated, exceeding the required sample size.
“Ultimately, 520 students participated in the final data set, and 34 in-depth semistructured interviews were undertaken, and thus the required sample size for the surveys was comfortably exceeded.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThere is scope for considerable improvement in reading frequency to optimise literacy outcomes.
“thus there is scope for considerable improvement in reading frequency in order to optimise literacy outcomes.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationMost of the gender gap can be explained by boys being less engaged, and less engaged students show lower performance.
“as 'most of the gender gap can be explained by boys being less engaged, and less engaged students show lower performance, then policy makers should look for more effective ways of increasing boys' interest in reading at school or at home' (OECD, 2010, p. 12).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites OECD, 2010
Not checked in the free run.
May combine two claims.
PremisecitationInternationally, girls have higher mean reading performance and enjoy reading more than boys, but differences within genders are far greater than those between genders.
“although girls have higher mean reading performance' and 'enjoy reading more' than boys, 'the differences within genders are far greater than those between the genders' (OECD, 2010, p. 12).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites OECD, 2010
Not checked in the free run.
Classified as probably not a substantial claim.
InterpretationcitationSolely focusing on improving boys promotes attention on a dichotomy that is not reflective of the greatest inequity in performance.
“solely focusing on ensuring improvement for boys promotes full attention on a dichotomy that is not reflective of the greatest inequity in performance.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationown dataLooking at reading through multiple dimensions rather than exclusively frequency, volume or attitude is important.
“the importance of looking at reading through multiple dimensions, rather than exclusively frequency, volume or attitude, is apparent when examining the findings.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Book lengths vary greatly.
“The use of a measure of volume is limited by the high degree of variability in book lengths.”
The paper relies on this without support.
There is a paucity of research examining how frequently adolescents need to read books to experience benefit in literacy outcomes.
“While there is a paucity of research examining how frequently adolescents need to read books to experience benefit in literacy outcomes”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Books can facilitate connections with real life others, for example, by enriching understanding of others and/or developing relationships with those who have shared reading interests and/or experiences.
“In addition to connecting with fictional characters, books can also facilitate connections with real life others, for example, by enriching understanding of others and/or developing relationships with those who have shared reading interests and/or experiences (Merga, 2014; Sellers, 2019; Vezzali et al., 2015).”
From How Does Reading Fiction Support Adolescents’ Wellbeing? A Qualitative Study Examining Positive Affect, Connection and Personal Growth (2025) · cites this paper as Merga, 2014
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Avid-reader share changes from 36% to 34%
MinorThe frequency section defines avid readers as those reading at least twice a week and reports that they make up 36% of students. The discussion gives 34% for the same group.
“with an equal amount of avid readers (2+ times a week) and infrequent readers (> once a month): both at 36%.”
“the percentage of students who were characterised as avid readers (34%).”
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Cited by
Sorted by citations
Merga, M. K., & Roni, S. M. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.02.016 · Cited by 56 · see citing works
Self-citationPeer Group and Friend Influences on the Social Acceptability of Adolescent Book Reading
Merga, M. K. (2014) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.273 · Cited by 48 · see citing works
Self-citationMerga, M. K. (2015) · English in Education · doi:10.1111/eie.12071 · Cited by 38 · see citing works
Self-citationWhat motivates avid readers to maintain a regular reading habit in adulthood?
Merga, M. K. (2017) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651992 · Cited by 36 · see citing works
Self-citationThe Impact of Social Influences on High School Students’ Recreational Reading
Merga, M. K., & Moon, B. (2016) · The High School journal/The High school journal · doi:10.1353/hsj.2016.0004 · Cited by 34 · see citing works
Self-citationMerga, M. K. (2015) · Australian Journal of Education · doi:10.1177/0004944114565115 · Cited by 31 · see citing works
Self-citationWhat would make them read more? Insights from Western Australian adolescents
Merga, M. K. (2014) · Asia Pacific Journal of Education · doi:10.1080/02188791.2014.961898 · Cited by 29 · see citing works
Self-citationMerga, M. K. (2013) · English in Education · doi:10.1111/eie.12026 · Cited by 27 · see citing works
Self-citationAre Avid Adolescent Readers Social Networking About Books?
Merga, M. K. (2015) · New Review of Children s Literature and Librarianship · doi:10.1080/13614541.2015.976073 · Cited by 25 · see citing works
Self-citationRutherford, L., Singleton, A., Derr, L. A., & Merga, M. K. (2018) · Public Library Quarterly · doi:10.1080/01616846.2018.1511214 · Cited by 25 · see citing works
Self-citationRoni, S. M., & Merga, M. (2019) · Australian Journal of Education · doi:10.1177/0004944119880621 · Cited by 13 · see citing works
Self-citationContours of Teenagers’ Reading in the Digital Era: Scoping the Research
Rutherford, L., Waller, L. J., Merga, M. K., McRae, M., Bullen, E., & Johanson, K. (2017) · New Review of Children s Literature and Librarianship · doi:10.1080/13614541.2017.1280351 · Cited by 18 · see citing works
Self-citationRethinking reading instruction for adolescent readers: The 6R’s
Rennie, J. (2016) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651905 · Cited by 16 · see citing works
Do Adolescents Prefer Electronic Books to Paper Books?
Merga, M. K. (2015) · Publications · doi:10.3390/publications3040237 · Cited by 14 · see citing works
Self-citationMerga, M. K., & Roni, S. M. (2018) · Journal of Library Administration · doi:10.1080/01930826.2018.1514841 · Cited by 16 · see citing works
Self-citationInfluences on Australian adolescents’ recreational reading
Rutherford, L., Merga, M. K., & Singleton, A. (2018) · The Australian Journal of Language and Literacy · doi:10.1007/bf03652005 · Cited by 13 · see citing works
Self-citation“I Didn’t Enjoy Reading Until Now”: How Youth and Adults Engage with Interactive Digital Texts
Hall, L. A. (2019) · Research in the Teaching of English · doi:10.58680/rte201930617 · Cited by 8 · see citing works
The Influence of Device Access and Gender on Children’s Reading Frequency
Roni, S. M., & Merga, M. K. (2017) · Public Library Quarterly · doi:10.1080/01616846.2017.1354375 · Cited by 8 · see citing works
Self-citationAdolescent learners and reading: Exploring a collaborative, community approach
Barton, G. M., & McKay, L. (2016) · The Australian Journal of Language and Literacy · doi:10.1007/bf03651969 · Cited by 6 · see citing works
The reading lives of teens: research and practice
Ryan, C. O. (2026) · Journal of the Australian Library and Information Association · doi:10.1080/24750158.2026.2615931 · Cited by 1 · see citing works
A comparative study of student reading and book buying habits
Gandolfo, A., Juric, M., & Jelušić, S. (2015) · CINECA IRIS Institutial research information system (University of Pisa)
The cultural capital of reading in the early 21st Century: A creative and critical study
Sun, E. (2018) · Murdoch University Research Portal
Adolescent reading habits and perceptions
Glasier, A. (2018) · SUNY Digital Repository Support (State University of New York System)
The Lost Art of Reading for Pleasure
Sanderson, T. (2020) · Advances in early childhood and K-12 education · doi:10.4018/978-1-7998-2901-0.ch011
Sanderson, T., van Rensburg, H., & O’Neill, S. (2025) · The Australian Journal of Language and Literacy · doi:10.1007/s44020-025-00081-1
- Authors
- Merga, M. K.
- Affiliations
- Edith Cowan University (AU)
- Corresponding author
- Merga, Margaret K.
- ORCID
- Merga, Margaret K.
- Venue
- The Australian Journal of Language and Literacy
- Published
- 2014-10
- Volume
- 37
- Issue
- 3
- Pages
- 161-170
- ISSN
- 1038-1562 (ISSN-L)
- 1839-4728
- OpenAlex
- W329315749
- Cited by
- 25
- References
- 29
- Citations by year
- 2026: 1 · 2025: 1 · 2020: 1 · 2019: 2 · 2018: 5 · 2017: 4 · 2016: 3 · 2015: 5 · 2014: 2 · 2013: 1
- FWCI
- 23.98
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- The Australian Journal of Language and Literacy (publishedVersion)
- Murdoch University Research Portal (submittedVersion)
- Australasian Journal of Paramedicine (submittedVersion)
- eSpace (Curtin University) (submittedVersion)
- Topics
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Physical Sciences › Computer Science › Information Systems › Educational Methods and Media Use
- Keywords
- adolescent reading habits, reading attitudes, gender differences in reading, literacy education
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-09-29.
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