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Role Models 2009

Role Models 2009

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Published by Adriana Popescu

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Published by: Adriana Popescu on Sep 24, 2011
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01/17/2013

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Reaching Out with Role Models
Role models and young people’s reading
Christina Clark, Sarah Osborne and George DugdaleNational Literacy TrustApril 2009
 
 
 © National Literacy Trust Reaching out with Role models April 2009
2
 
Acknowledgements
Our sincere thanks to Slaughter and May for their generous financial contribution to thisresearch.Many thanks also to the schools that participated in this survey, without whom this study wouldnot have been possible:
Anchorsholme Primary; Anston Park Primary School; Arbourthorne Community Primary School; Beech House School; Bow School; Brixton St Marys; Childwall School; Cippenham Junior School; Clarendon Primary School; Cheddar Grove Primary School; Elgar Community College; Helston Community College; Honiton Primary School; Intake High School; James Brindley High School; John F Kennedy School; King Edward VI Camp Hill School for Boys; Lady Margaret School; Lawnswood; Mandeville Upper School & Sports College; Mullion School; Northern Junior Community School; The Phil Edwards Pupil Referal Unit; Poole Grammar School; Rugby School; Queen Elizabeth School; Sheffield Park Academy; Stanchester Community College; Stanningley Primary; Thomas Alleyne's High School; Uphall Primary School; Waycroft Primary School; Werneth School; West Thornton Primary School.
 
 
 © National Literacy Trust Reaching out with Role models April 2009
3
Table of contents
 Acknowledgements................................................................................................................2
 
Table of figures and tables....................................................................................................4
 
Executive summary................................................................................................................6
 
Introduction............................................................................................................................8
 
Research questions..............................................................................................................9
 
Methodology.........................................................................................................................10
 
Comparing our schools to a control group.........................................................................10
 
Role models general findings..........................................................................................11
 
Sample background...........................................................................................................11
 
Reading behaviour.............................................................................................................13
 
Role models.......................................................................................................................15
 
People who inspire reading and gender.............................................................................18
 
Gender differences...............................................................................................................20
 
Reading behaviour and gender..........................................................................................20
 
Role models and gender....................................................................................................22
 
People who inspire reading and gender.............................................................................25
 
Age.........................................................................................................................................27
 
Reading behaviour and age...............................................................................................28
 
Role models and age.........................................................................................................29
 
People who inspire reading and age..................................................................................32
 
Socio-economic differences...............................................................................................34
 
Some important notes on the background characteristics of pupils who receive FSM in thissample................................................................................................................................34
 
Reading behaviour and FSM uptake..................................................................................35
 
Role models and FSM uptake............................................................................................37
 
People who inspire reading and FSM uptake.....................................................................40
 
Being a reader......................................................................................................................42
 
Reading behaviour and being a reader..............................................................................43
 
Role models and being a reader........................................................................................44
 
People who inspire reading and being a reader.................................................................47
 
Discussion............................................................................................................................49
 
The centrality of family role models....................................................................................49
 
Reader development work with non-readers......................................................................50
 
The impact of socio-economic differences.........................................................................52
 
The impact of gender.........................................................................................................53
 
The impact of age...............................................................................................................53
 
Policy implications...............................................................................................................54
 
Conclusion............................................................................................................................55
 
References............................................................................................................................57
 

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