Departamento de Ciências Social e Humanas

Course: Language, Literature and Culture:

English Studies

EMPOWERMENT THROUGH READING:

ADVOCACY FOR IMPROVING CAPE VERDE’S READING CULTURE

By: Kátia Irene Santos Nobre

Adviser: Deborah Jefferson

University of Cape Verde

Kátia Irene Santos Nobre

EMPOWERMENT THROUGH READING:

ADVOCACY FOR IMPROVING CAPE VERDEAN’S READING CULTURE

This is in partial fulfillment of the requirements for the award of Licenciatura

Degree in English Studies

Thesis Advisor:

Prof. Deborah Jefferson

Ministério de Educação e Ensino Superior

University of Cape Verde – Campus Palmarejo

Department of Social Sciences

EMPOWERMENT THROUGH READING:

ADVOCACY FOR IMPROVING CAPE VERDEAN’S READING CULTURE

Approved by the Members of the Jury and Homologated by the Scientific Council in

Partial Fulfillment of the requirements for the award of Licenciatura

Degree in English Studies

The Jury

_______________________________________

The President of the Jury

_______________________________________

The Debater

_______________________________________

The Thesis Advisor

_______________________________________

Approved by the Scientific Council of UNI-CV Praia, Julho, 2014

________________________________________

The President of the Scientific Council

TTAABBLLEE OOFF CCOONNTTEENNTTSS Dedication ……………………………………………………………........ i.

Acknowledgements ……………………………………………………….... ii.

Quote Page ………………………………………………………………... iii.

Abstract ……………………………………………………………………………. iv.

Definition of Terms ………………………………………………………………. v.

1.0 Introduction ………………………………………………………………. 1

2.0 Literature Review ………………………………………………………… 3

2.1 A Framework for Literacy …………………...................................... 3

2.1.1 Reading as a Social Process ………………………………… 6

2.2 The Culture of Reading …………………………………………….. 7

2.2.1 The Concept ………………………………………………… 7

2.3 Evolution of Reading ………………………………………............. 10

2.3.1 “Orality” vs. Literacy ……………………………................. 10

2.3.2 Reading in Antiquity ………………...................................... 11

2.3.3 Reading in the 21st Century ………………………................ 13

2.3.4 Technological Determinism and Replacement Technology ... 13

2.4 Motivating People to Read …………………………………………. 15

2.4.1 The Concept of Motivation ………………………………… 15

2.4.2 Attitudes toward Reading and Types of Reader ……………. 17

2.4.3 Motivating Readers –Who is Responsible? ………………… 20

2.4.3.1 Parents and Home ………………………………… 20

2.4.3.2 Teachers and School ……………………………… 21

2.4.3.2.1 Reading Culture vs. School Culture… 23

2.4.3.3 Media and Society ………………………………... 24

2.4.3.4 Strategies for Increasing the Culture of Reading….. 26

2.5 Continental – African Perspectives on Increasing the Culture of

Reading ……………………………………………………………...

28

2.5.1 Studies from Uganda and Nigeria ………………………….. 28

2.5.1.1 Additional Strategies to Increase the Reading

Culture in school age children ….………………….

31

2.5.2 Advocating for an Improved Reading Culture ……………... 32

2.5.2.1 Reading Campaigns ………………………………. 33

2.5.2.2 Reading Communities …………………………….. 34

2.5.2.3 Access to Reading Materials ……………………… 35

2.5.2.4 Cape Verde’s Past and present Initiatives to

Increase the Habit of Reading….…………………..

37

2.6 Summary ……………………………………………………………. 39

3.0 Methodology ………………………………………………………………. 40

4.0 Data, Analysis and Recommendations…………………………………….. 43

4.1 Reading Culture Survey Results…………………………………….. 43

4.2 Comparative Analysis of Student and Teacher Questionnaires…….. 45

4.3 Interviews…………………………………………………………... 55

4.3.1 Librarians Interviews………………………………………. 55

4.3.2 Interview with Internationally Acclaimed Author, Issah

Tikumah ……...……………………………………………...

56

4.4 Summary……………………………….............................................. 57

4.5 Recommendations……………………............................................... 57

5.0 Conclusion ………………………………………………………………... 59

6.0 Bibliography ……………………………………………………………… 61

7.0 Appendix ………………………………………………………………... 68

7.1 Capeverdean Reading Culture Survey………………………………. 69

7.2 Capeverdean Reading Culture Survey- Portuguese Version………... 69

7.3 Student’s Questionnaire……………………………………………... 70

7.4 Student’s Questionnaire- Portuguese Version………………………. 72

7.5 High School Teacher’s Questionnaire……………………………… 74

7.6 Interview with Librarians: Transcript (English Version)…………… 76

7.7 Interview with Librarians: Transcript (Portuguese Version)………... 78

7.8 Interview with Professor Tikumah: Transcript……………………… 80

7.9 Strategies to Increase Reading Motivation………………………….. 82

7.10 How does Reading Help You? ……………………………………... 83

7.11 Tips for Promoting Reading and Literacy…………………………... 84

7.12 Reading Campaigns……………………………………………….. 86

i

Dedication

To the Memory of my Father:

“YOU ARE THE WIND BENEATH MY WINGS”

Ademiro Alberto Nobre

You will always be in my heart!

ii

AACCKKNNOOWWLLEEDDGGEEMMEENNTTSS

I wish to express my sincere gratitude to the many people who assisted me in to

making this research project a success. I would like to thank my adviser, Drª Deborah

Jefferson, for the time she spent guiding, scrutinizing and correcting my work. You

inspired me to do my best!

A special thank goes to my family - my mother Irene Manuel and my brother

Eritson Santos. You encouraged me to keep going and to never give up. A heartfelt goes

to my beloved and best friend Gilson Correia. You have always been there for me.

I would also like to express my gratitude to my dear teachers who contributed to

my learning experience, and all of my friends and classmates for their inspiration and

support. Thank you to those who participated in the field research; none of this would

have been possible without your help and support.

Finally, to the Lord Almighty for his provision and guidance that enabled me to

do more than I could have ever imagined.

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Quote Page

“What music is to the spirit, reading is to the mind; Reading challenges, empowers,

bewitches, enriches. We perceive little black marks on white paper or a PC screen and

they move us to tears, open up our lives to new insights and understandings, inspire

us, organize our existence and connect us with all creation.”

William A. Johnson,

[Readers and Reading Culture in the High Roman (November 4, 2004)]

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Abstract

A vibrant reading culture is very important to the individual and the society at large. It

is through reading that one gains knowledge and is able to avail him or herself to the

advantages that literacy brings to one´s personal, academic and professional progress.

For many scholars, reading is a cultural process that brings many benefits. But if,

reading is the key to lifelong learning, why are there so many people who do not read?

This paper researches the reading habits, constraints, and the role of advocacy for an

improved reading culture in Cape Verde. it identify the actors in the three learning

spaces: home, school and society, and how they in concert can better advocate for an

improved Cape Verdean reading culture in school as well as in the society at large.

Field research included surveys completed by the general public, questionnaires

conducted in public high schools, and interviews with librarians and a published author.

The research revealed that Cape Verdeans in general do not have a strong reading habit

which results in a weak reading culture. Motivation was identified as the key factor for

increasing one´s reading habit and improving the reading culture. It was concluded that

the only way one´s reading culture can be systematically enhanced is to advocate for

reading starting at the earliest age possible.

Keywords: reading culture, reading habit, motivation, advocacy

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Definition of Terms

For the purpose of this paper, the terms below have been defined as follows:

Knowledge Society: a society that values the creation, dissemination and

effective use of knowledge, and has the institutions, infrastructure, regulations, social

interactions and culture that support this (Beers, 2000).

Reading: a process that requires the use of complex thought processes to

interpret printed symbols as meaningful units and comprehend them as a thought unit in

order to understand a printed message (Collins and Cheek, 1999). The reader uses

symbols to guide the recovery of information from his/her memory and subsequently

uses this information to construct a plausible interpretation of the writer’s message

(Fisher, 2004).

Reading Culture: refers to an integrated system of learned behavior patterns that are

characteristic of the members of a society where reading is highly valued and a habit

among its members. Reading is part of and plays a significant role in the everyday life

of the culture’s members. Hence, reading is not merely an aspect of life such as school

and work, but it is practiced both at home and during leisure time (Jonsson and Olsson,

2008). Reading requires the ability to recognize access, evaluate and utilize information

in available literature or materials. Reading must play a significant role in a person’s

day-to-day life and become a habit in order to constitute a reading culture (Nalusiba,

2006).

Reading Habit: refers to getting people to read as part of their daily routine. It

is but one aspect of the broader culture of reading (Akindete, 2012).

Reading Communities: refer to the natural congregating of readers in a social

setting for a common purpose. This practice epitomizes the social construct of reading

and dates back to antiquity (Baker, 2003).

Literacy: refers to the ability to read and write. The concept of literacy is a

hybrid of these practices, and should not be viewed as separate. The two influence each

other in a way that renders an individual literate (able to read and write) and in doing so,

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promotes a reading culture, and most importantly, upward mobility. Literacy is not a

universal practice nor is it natural or value-free. On the contrary, striving towards

literacy depends upon one’s social and cultural environment (Jonsson and Olsson,

2007).

Motivation: refers to the force (internal or external) that produces action on the

basis of the momentary balances between one’s felt needs and the demands of the

environment. It is the attribute that moves one to do or not to do something. It gives

reason, incentive, enthusiasm or interest that provokes a specific action or certain

behavior (Luna and White, 2002).

Orality: a term used in social science literature that refers to oral expression as a

means of communication in societies where writing and print (the technologies of

literacy) are unfamiliar to most of the population (Jonsson and Olsson, 2007).

Socio-cultural construction: also known as social construct, is a sociological

theory of knowledge that considers how the perception of social objects of

consciousness is developed within a social context or setting. The social construct of an

object (abstract or concrete) describes the way in which social mechanisms, phenomena

or categories of a particular group dictate how the object is interpreted instead of

defined by its inherent qualities (Nalusiba, 2006).

1

1.0 Introduction

Who has never heard the phrase “reading is fundamental”? Although many are

familiar with this expression, few are able to truly recognize the profound message it

transmits, and even fewer are able to comprehend the impact that it has on a developing

nation. An unfortunate consequence of this is that many people don’t value reading.

Throughout my experience as a high school student, I observed that my teachers

didn't teach my colleagues and me how to read, and this negatively influenced not only

our reading performance, but our attitude towards reading. Reading was therefore

difficult for us. In all subjects I studied, reading was a function of text comprehension

only. I therefore, saw reading more as an imposed task than a fun activity, and it was

only until recently that I acquired the habit of reading for pleasure.

In my formative school years, I had never heard the expression reading culture,

and certainly not from my teachers. But why not? For the most part, I would suggest

that many teachers themselves don’t have a strong reading habit, and therefore don't

serve as a role model or motivator in this area. Even my parents didn't then, nor does my

mother now have a habit of reading. As a result, during leisure hours, you could mostly

find me in front of the television watching movies and soap operas instead of reading an

interesting book. Undoubtedly, this was the same routine for my friends and school

mates. As children, when we saw that our parents, school and society at large were not

reading, we were also unmotivated to read. Looking back, I attribute this singular fact as

a major reason why I became a poor reader.

Was reading important then, and is it still important now? Of course it is!

According to Paulo Freire reading does not consist merely of decoding the written word

or language; rather, it is preceded by and intertwined with knowledge of the world.

Freire’s term “conscientization” suggests that a person shapes him/herself and society

through literacy and this is mostly due to reading (Pedagogy of the Oppressed, 1970).

Reading is therefore a very relevant skill that when developed creates a literate society

that produces well informed citizens and promotes advancement through individual

fulfillment and collective progress. Former USA President, Bill Clinton said that

“literacy is not a luxury; it is a right and a responsibility. If our world is to meet the

challenges of the 21st century we must harness the energy and creativity of all our

2

citizens (1International Literacy Day, September 8

th 1994)”. Therefore, we can say that a

strong reading culture is a solid indicator of a prosperous nation. But with all this said,

the question remains, “Why don't people read?”

The aim of this research paper is to study the why behind weak reading cultures.

Many have defined reading culture as an integrated pattern of reading attitudes,

practices and impact; therefore, to promote the culture of reading one needs to examine

the readers' levels of motivation, habit, and the personal and cultural transformation that

comes from reading.

Cape Verde's reading culture, or the lack thereof, is the focus of this research.

Anyone who has journeyed through Cape Verde´s efforts towards independence,

enlightenment and globalization has been able to watch how the country continues to

struggle in its transition from an oral to reading society. Cape Verde’s reported 2013

literacy rate of 84.3 percent (index mundi, 2013) is challenged by inconsistent to poor

reading habits. In essence, those who can read, don´t read! Whether this is a

manifestation of poor reading skills or low motivation that can be traced to Cape

Verde´s historical journey from colonization to its brief experience as a sovereign

nation, the consequences of a poor reading culture continues to impede or slow down its

future. How can Cape Verde improve its reading culture? When reading is seen as an

effective tool towards development, people will read for the benefits that reading brings.

Therefore, to what extent is motivation important to increase one´s reading habit? Who

is responsible to motivate people to read? How, when and where does motivation

occur? Is there anyone out there advocating for reading? Towards this end, this thesis

paper researches the question: What is the relationship between motivation and reading

culture? This research paper is divided into five sections. Section One: Literature

Review- discusses the importance of reading as a literacy tool, the historical framework

for reading as a social process and the need for reading advocacy; Section Two:

Methodology- evaluates the field research process. Section Three: Research Data and

Analysis- presents research responses and gives a comparative analysis of triangulated

data; Section Four: Recommendations- addresses responses discussed in the Research

Data and Analysis Section; and Section Five: Conclusion- gives opinions and overall

comments on building a stronger reading culture in Cape Verde.

1 I.L.D-was proclaimed International Literacy Day by UNESCO on November 17, 1965. Its aim is to

highlight the importance of literacy and raise people's awareness of literacy issues.

3

2.0 Literature Review

Reading is essential to succeeding in the complex world of today and tomorrow.

Therefore, the ability to read should be highly valued for its importance to one’s

personal, social, and economic well-being (Freeman, 2004). However, the positive

impact that reading brings to the individual, culture and society is often discussed but

not always advocated for. This literature review will explore the issues surrounding

strengthening a reading culture and how the actors in the three learning spaces -home,

school and society- (Nunes, 2006) can work towards motivating people to read.

2.1 The Framework for Literacy

Very often, discussions on reading and reading cultures are entered into without

considering the reasons “why” people read. When the “Why” (reason for reading) is not

identified, the issue of reading becomes more of a mere exercises than an important

practice. This paper posits that literacy is the WHY for reading.

Literacy has always been the keystone of learning, and the rapidly evolving

technologies of the 21st century have increased the intensity and complexity of literate

environments (Ayling, 2009). In particular, the 21st century challenges one to rethink

what being a fully literate society means as well as the role of reading as a promoter of

literacy and the desire to be literate, as a motivator of a reading culture (p. 15).

But what is Literacy? The more traditional concept of literacy is the ability to

read and write. In 1997, the State and Federal ministers of Melbourne Australia,

MCEETYA2, revised this definition adding that literacy is not only the ability to read

and write, but to use written information. Literacy integrates all of the language skills as

people apply their cultural knowledge and critical thinking skills to what they observe in

the world around them which enables them to recognize how to use language

appropriately in different social situations (Gee, 1999). Freire (nd) further states that

literacy is an active phenomenon deeply linked to personal and cultural identity, and as

a function of culture, its power lies not in the received ability to read and write, but

rather in the individual’s capacity to put those skills to work in shaping the course of

his or her own life (para 1).

Ayling (2009) also shares a practical definition for literacy as used by The

United Nations Educational, Scientific and Cultural Organization (UNESCO). Ayling

2MCEETYA - Ministerial Council on Education, Employment, Training and Youth Affairs

4

defines literacy as the "ability to identify, understand, interpret, create, communicate

and compute printed and written materials associated with varying contexts. Literacy

therefore involves a continuum of learnable skills and learning aims that assists

individuals in understanding and negotiating the world around them (p. 5).

Thus, literacy represents a lifelong intellectual process of gaining meaning from

one´s critical interpretation of written or printed text, and according to Colker (nd) the

key to all literacy is reading development. PISA3 defines reading literacy as the ability

to understand, use and reflect on written texts in order to achieve one’s goals, to develop

one’s knowledge and potential, and to participate effectively in society (Freebody,

2007). Reading development begins with the ability to understand and decode the

spoken and written word, respectively, and culminates in a deeper understanding of text

(para 2).

Freebody (2007) states that reading development leads to reading literacy.

Reading development involves a range of complex language skills including: awareness

of speech sounds, spelling patterns, word meaning, grammar, and patterns of word

formation. All of these provide the necessary platform for reading fluency and

comprehension. When reading is learned from early childhood, it provides a foundation

for solid reading and writing capabilities. These basic skills make it possible for a

person to process information so that language can be understood, written or described

orally (para 8). Literacy is therefore a complex set of abilities needed to understand and

use the dominant symbol system of a culture – alphabets, numbers, visual icons – for

personal and community development.

Literacy is not only an academic manifestation, but is also rooted in the social

sciences such as the study of anthropology, sociolinguistics and ethnography where the

study of literacy has taken on more specific meanings (Jonsson and Olsson, 2007). First,

the term “New Literacy Studies”, refers to the new forms of literacy made possible by

digital technology developments (p.13). Second, the term “Cross-cultural approaches to

literacy” refers to the ability to understand and appreciate the similarities and

differences in the customs, values, and beliefs of one’s own culture and the culture of

others. Last, the term “socio-cultural approaches to literacy” can be defined as relating

the social and cultural practices, thoughts, beliefs and traditions within a particular

society with how knowledge is interpreted according to the people involved and their

3PISA – Program for International Student Assessment – assesses the impact of education quality on

incomes and growth and for understanding what causes differences in achievement across nations.

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particular needs (p.15). All of these definitions bring important insights in an effort to

better understand how knowledge is processed and used within the framework of

literacy.

Innovative developments in today´s technological society bring different

demands upon literacy which includes the media and electronic text (Jonsson and

Olsson, 2007). The term “new literacy” goes beyond functional language skills to

include multiple literacies such as visual, media, and information literacy (p.16). This

“new literacy” focuses on the capacity of individuals to become pro-active citizens by

making critical judgments about the globalized world that they find themselves apart of

through the daily proliferation of a technologically-motored information highway.

Reflecting on the need for a pro-active citizenry, specifically for developing

African nations, literacy can be seen as one of the key ways in which emergent nations

become sovereign, self-sufficient, and sustainable by using their literate skills to create

and maintain their institutions and public policies. A strong reading culture allows for

information and knowledge to be networked into the culture’s social fabric. Hence, the

habit of acquiring, introducing and exchanging information is necessary to sustain the

reading culture flow of information. This habit or routine refers to one’s reading habit.

Only through literacy is an effective and enlightened citizenry produced which

has implications that can impact the lives of many people around the globe (Shane,

2010). Being able to comprehend what one has read whether it be in books or

newspapers is important in improving an individual´s quality of life, and in this, literacy

affects people. But more importantly, Jonsson and Olsson (2007) suggest that people in

return affect literacy. In the “new literate society” people are not passively transformed

by literacy, but instead they “actively and creatively apply literate skills to suit their

own purposes and needs” (p.12).

Hence, Shane (2010) tells us that if one doesn’t teach their children to read well,

their children will be handicapped in the larger sense of the word because there is no

literacy without reading, and there is no empowerment from reading without a strong

reading culture. In order to promote a literate society, one needs to promote a reading

culture which should be developed early on (p. 17).

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2.1.1 Reading as a Social Process

Literacy undeniably has great benefits, but only to the literate (Bormuth, 1974).

To the non-literate, reading as a tool has no meaning or benefit. Hence, Jong et all

(2002) state that reading is not merely a goal; it is also an important tool in education

and individual development, both within school and in later life (p.9). It is the larger

implication outside of school that necessitates an amplified social setting for reading

as an empowerment tool. Over the past century, this alone has given impetus to nearly

every movement that has had as its aim to better man's lot giving reading a prominent

place in its programs (p.14). Reading has become more than a communicative process;

it has become a social process that includes social groups, social relationships and

social positions (p.133). Bloome describes the social process of reading as having

three dimensions that demonstrate how reading is used and the direct impact it has on

people´s daily cultural practices (p.134). These dimensions are referred to as: (1) the

social context of reading; (2) reading as a cultural activity; and (3) reading as a socio-

cognitive process.

First, the social context of reading focuses on the interactions between readers at

a reading event. The nature of the social interaction influences how people interact with

and interpret a text. It is the social context that forms a distinct environment of

collaboration amongst the readers by re-affirming or placing a new social status or

order, where through the reading network, roles are assigned as to who gets to do what,

with whom, when, and where (p.136). This aspect of the social process of reading

brings people together and it is within its social context that people identify with one

another, task one another and through newly defined relationships, interpret what they

read.

Second, reading is a cultural activity in the same sense as any daily life activity

such as -eating, working, playing, learning, and talking- because it involves people´s

shared ways of acting, valuing, feeling, believing, and thinking. Bloome further suggest

that when cultural differences are recognized, legitimatized, and bridged, people may

participate more actively in reading activities (p.137). Here, the social process of

reading bridges cultures, through the process of socialization; readers individually

interpret the reading within a shared thinking environment.

Finally, reading is a socio-cognitive process. Learned behaviors (which are

culturally bound) in reading are rooted in cognitive skills and influenced by

observations within the social context of the reading activity which dictates an

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appropriate way to interact and interpret the written text (p.138). The social cognitive

theory used in education, first proposed by psychologists Neal E. Miller and John

Dollard in 1941, suggests that a portion of how one learns to read is heavily influenced

by a social learning process resulting from observing others within the context of social

interactions, and experiences. The socio-cognitive process affirms that learned behavior

is not solely a result of individual trial and error but the mimicking and repetition of

modeled behavior that is observed in others. In short, knowledge is acquired or people

learn from one another within an environment and through observed behavior.

Implementing the social cognitive theory in the classroom and other social situations is

a way of encouraging reading by example (Raiford, nd). Therefore, the social process of

reading supports the belief that reading in its fullest dimension is a social phenomenon.

Understanding reading in its social context, as a cultural activity and socio-cognitive

process serves to better understand the need for an enhanced reading culture.

2.2 The Culture of Reading

It is the cultivation of an attitude and possession of skills that make reading a

pleasurable, regular and constant activity. Reading culture is the process of building up

positive reading attitude among students and the society at large. When an individual

habitually and regularly read books and other information materials that are not

necessarily required for him/her to advance in his profession or career, he/she is said to

have a reading culture (Gbadamosi, 2007:44).

2.2.1 The Concept

Culture, according to the Dictionary of Social Science: is “the totality of learned

behavior transmitted from one generation to the next”. A reading culture therefore

would be based on the behavior to read daily and this habit would be one that is passed

on through generations. Krashen (2004) defines reading culture as the shared habit and

value put upon reading in a particular society (p.9). The word value in the sense speaks

to the level of importance that educational institutions and the like place upon reading

as a skill for the benefits it brings. Reading only becomes important when information

and knowledge are seen as important. Furthermore, Ribeiro (2001) emphasizes that

attitudes toward information use is vital to improving the reading culture of a society

and a nation as a whole.

8

To access information and knowledge, reading becomes essential and must play

a significant role in one’s everyday life. When it is seen as a necessary and beneficial

practice, it then falls within the dimension of “a culture”. For the culture of reading to

be possible, reading must be part of all aspects of life and not only school or work

(Jonsson & Olsson, 2007). People with a reading culture have attained proficiency in

reading by acquiring the basic skills necessary for learning to read and reading to learn.

Aldana (nd), in her article “What Would a Vibrant Reading Culture in Canada Look

like”?, brings to light Canada´s struggle in enhancing its reading culture. She

insightfully states that:

The basis of a reading culture is an understanding and

appreciation of reading, which is not currently on the radar of all

Canadians. In order to create a reading culture in Canada, attitudinal

change has to take place. As a culture we need to embrace the place of

reading in our personal lives and make it a priority in civil

society. Reading is essential to the well-being and happiness of an

individual and to that person’s capacity to act as a citizen in a democracy;

hence a culture in which reading is promoted for all citizens is essential to

the general good of our society. A reading culture begins with the

youngest members of society because a love of books begins far before a

child can read words on a page (para 1).

Reflecting on Aldana’s words, one could say that reading is not only informative

but pleasurable and this leads to habit. Not only is reading is a source of pleasure, but it

is also a source of power which enhances the capacity to think critically. Reading allows

people to explore different ideas and opinions different from their own. The idea that a

book can cause a person to question what they know or gain a new perspective is very

powerful. In order for a reading culture to be present, a strong reading habit must be

present, but the two are not the same.

The term habit refers to routine or practice. Therefore, it can be said that the

habit of reading is the practice of reading frequently. Reading habit includes how often

people read, the different purposes for which they read, and what they read. Altogether,

this process impacts readers and motivates them to either increase or decrease their

habit. The following chart gives examples of different types of reading purposes,

materials and the benefits reading bring.

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Table #1 4Reading Purposes and Benefits

Reading Purposes Examples of

Reading Materials

Overall Benefits of Reading:

Reading…

Reading for

survival - serves to

meet immediate

needs

Manuals

Advertisements

Prescriptions

Street signs/maps

Brings Satisfaction and pleasure;

Enhances Concentration by training in extensive

reading;

Increases knowledge by providing a wealth of

information that makes the reader more informed;

Reduces stress by distracting the reader from

mundane problems, relieving tension, and

opening a door to a world of creative imagination;

Enhances analytical thinking by exposing

readers to different facts and opinions, sharpening

their skills in critiquing information and decision

making;

Improves Writing skills and builds Vocabulary–

by modeling professional samples of well written

documents which exposes the reader to limitless

vocabulary.

Academic

purposes - goal

oriented reading.

Text Book/reader

Dictionary

Encyclopedias

Pleasure - reading

that gratifies and

meets reader´s

satisfaction.

Novels

Adventure stories

Magazines

Comics

Literature

General

knowledge -

reading that

enhances the

reader´s

understanding of

the world.

Books (General)

Newspaper

Pamphlets

Atlas

Bible and other

religious reading

When people read frequently, a habit is formed, but when people incorporate

reading into their daily life for the benefits that it brings, and are transformed singularly

and collectively on the level of individual and society, only then is a reading culture

created. Therefore, in order to have a strong reading culture people must first cultivate

the habit of reading then effectively use the information. However, reading does not

develop suddenly but increases gradually, depending on exposure and background.

According to Nalusiba (2006) this can be through people reading for leisure,

knowledge, information or interest within different reading contexts and environments.

Nalusiba also emphasizes that in order to develop a reading culture in a society; people

require knowledge in order to utilize existing information material resources (p.2). This

knowledge comes from reading that is generated by more reading, thus the habit of

reading is increased.

What motors a strong reading habit is attitudes towards information Ribeiro

(2001) stated earlier, that when information is seen as knowledge, and knowledge is

seen as the key to success, people are motivated to acquire knowledge and this is best

4 Source “Literacy and attitudes” by Ribeiro, in January 2001.

10

done through reading. Therefore improving the reading culture of a society is predicated

on how much people believe that reading determines the success of a person and the

nation as a whole (Nalusiba, 2006).

But has this always been the case? Are today´s reading purposes and process the

same from centuries ago? What was the motivation and benefits of reading for ancient

reading cultures? When and where did reading begin, and how has that beginning

brought us to today´s reading reality?

2.3 The Evolution of Reading

Since the beginning of time, reading has been considered the voice of

civilization (Fischer, 2004). And from antiquity until now, reading in its truest form still

remains a social process. However, the history of reading has involved through

successive stages of social maturation (p.7). The individual and silent reading for

pleasure that people nowadays cherish as an escape was unheard of in the past. Reading

started as a collective experience and had a very different meaning and purpose (p.11).

Fischer states that reading has always had multiple purposes and processes, and

that the processes were inevitably related to a particular culture and purpose that was

directly dependent on the contrasting modes of oral rendition which that particular

culture may have institutionalized. Initially, reading was the simple ability to extract

visual information from any encoded system and comprehend its respective meaning.

Later on, it came to signify almost exclusively the comprehending of a continuous text

of written signs on an inscribed surface. Readers then used symbols, still not words, to

guide the recovery of information on an inscribed surface (p.12). However today,

reading includes the extracting of encoded information from words not only on a printed

surface but an electronic screen. It is clear to see that the definition of reading will

continue to expand in the future, because it is intricately woven with the advancement

of humanity (p.13). This section takes a brief look back at how reading evolved and

gives a glimpse into its future.

2.3.1 “Orality” vs. literacy

To study the origin of reading, one must first understand what came before it.

Johnson (1999) states that a prominent strategy in the analysis of a reading culture has

for a long while been a focus on literacy as opposed to oral culture, or ‘‘orality’’(p.10).

On the other hand, William states that oral culture hardly goes away or even diminishes

11

with literacy. He firmly argues that literacy and “orality” are not contrastive terms in

many cultures; the two exist side by side with one more dominant than the other (p.12).

One can say that such is the case in Cape Verde, with its oral culture still leading its

reading culture (Lima, 2012).

2.3.2 Reading in Antiquity

Reading began as a function of speech; it did not start out as a separate activity

in and of itself (Fischer, 2004). The word “to read” in Sumerian was šita (šit, šid, šed)

and it represented the ability to count, calculate, memorize, and recite (p.18). First

readers were those who recited by heart primitive record systems comprised of codes

known only to a small group of practitioners (p.14). For the most part, readers were

scribes or those employed to write down information. It is important to note that these

scribes were not authors but transcribers. Therefore, the text was not their own. Reading

therefore, in its initial stage, was used to present commercial accounts, inventory, and

various types of ledgers that included names, commodities, and amounts. But one can

trace the act of reading still further into the past. Cave art was also read and both

Neanderthals and Homo sapiens interpreted notches and pictorial displays on bones and

cave walls. The Ancient Polynesians also read string and notch records and interpreted

them into meaningful messages (p.15).

In Ancient Babylonia from 1850 to 1550 BC, there were about 185

scribes/readers in the city-state of 5Sippar, who reader from tablets. This small number

suggests that the social status attributed to scribes was elite and privileged. Much work

went into the recording and transcribing records for merchants. It was believed that the

scribe made the Tablets speak (p.18), which gave the reader the status of an “immortal

witness” to that which was documented (written) and therefore, could not be disputed.

The Ancient Egyptians realized early on that reading brought many important benefits

beyond disseminating information. Information could now be recalled aloud and

questioned at any time to confirm facts verbally and stop disputes. Scribes in this sense

were seen as dispute mediators, who publically performed out loud in noisy unrestricted

crowded market, reading text from rolled scrolls (p. 11).

5 Sippar – (Sumerian: Zimbir) was an ancient Near Eastern city on the east bank of the Euphrates river,

located at the site of modern Tell Abu Habbah in Iraq's Babil Governorate, some 60 km north of Babylon

and 30 km southwest of Baghdad.

12

As writing evolved from pictures to symbols and later on in to an alphabet

system, readers began to organize information more easily to produce reading lists. This

lead to classifying and codifying information as the Egyptians did with hieroglyphic

signs. By 2500 BC nearly all the graphic elements in Sumerian’s writing system had

been transformed into sound units, and by 550-350 BC Indo-European syllabic

language appeared (p.19).

Up until the 5th

century BC, reading was very passive; the reader was not an

active interpreter. However, with the expansion of written language and the emergence

of papyrus, reading was made easier. Text grew in length and writing came to include

religious doctrine, heroic adventures, and stories. Thus, the immortal witness slowly

became the voice of humanity. Writing expanded its information from factual data and

accounts to include opinion (which some interpreted as fiction- such as the tales of

kings and warriors at battle or religious ideologies). When writing became more

interactive and anecdotal, there rose many, such as rival kings who wanted to stifle the

voice and the writer. Socrates was a formidable opponent to the reading of text and was

one of the first who advocated for sanctions on the written text. However, some scholars

argue that he did not condemn reading as an art, but found it inferior to social discourse.

Plato agreed but their pupil Aristotle believed in the importance of reading and is

acknowledged as an avid reader (p.52).

The father of History, Herodotus’ first public reading of his historical treatises

took place at the Olympic festivals around 485 BC. By then, reading purposes had been

expanded to include general knowledge, opinion and entertainment. By the 4th

century

BC, reading and writing flourished. Writing took on the form of more intimate

discourse to include information such as events that took place, news, letters, decrees,

and messages. Much later, novels appeared and became very popular (p.53).

Ancient libraries became places were reading was performed and only later on,

where texts were stored. Due to scribes reading out loud, libraries were known for their

noisy marketplace ambiance. However, libraries were transformed to a more orderly

venue where information was organized. Libraries were now referred to as “ordainers

of the universe” where the human experience stood still-to be read. The most celebrated

library of classical antiquity is that of Alexander the Great. The library in Alexandria, in

its structure and activities, is still the model for today’s libraries.

13

In general, reading has brought many benefits to both ancient and modern

societies. Ancient Greeks credited reading for the birth of, 6Rationalism. With the rise

of rationalism, rhetoric was replaced by logic and philosophy and magic by science,

thus forming a more modern concept of the world (p. 12). Likewise, Johnson (1999)

argues that the ancient Greece use of written records over time helped to change the use

of oral speech. Thus literacy gained prominence over orality (p. 12).

Writing and reading have also been identified as causative in the genesis of

analysis, and the critical frame of mind (Fischer, 2004). Some scholars have even

identified Greece´s move towards democracy with reading. However, Fischer disagrees

with this statement by saying that while reading may not be responsible for the birth of

democracy, it certainly gave people an increased stage and audience to share their

diverse ideas (p. 60).

2.3.3 Reading in the 21st

Century

As writing and reading helped oral societies move towards literacy, some

scholars postulate that technology is quickly moving societies back towards orality

and/or visual communication. In the electronic era of the 21st century, reading has

inevitably taken a back seat to watching television and gleaning information from the

World Wide Web (Johnson, 1999). Catone (2013) states that people learn far more

readily from electronic media than they do from print. Even the forms of entertainment

available, methods of teaching, and means of communication have undergone

tremendous amount of changes. In today’s world, there are few homes without a

computer or a television. These electronic devices have become an essential tool in

people’s life (p.21).

2.3.4 Technological Determinism and Replacement Technology

Technological determinism (also known as techno evolutionism) argues that

there is a linear evolutionary view of universal social change through a fixed sequence

of different technological stages (a type of developmental or historical determinism).

Therefore, Techno-evolutionary theorists define progress in terms of successive stages

of technological development, frequently portrayed as “revolutions” leading to

historical “eras” defined by this or that technology, i.e. “the age of machinery”, “the

6 Rationalism - The belief that actions should be based on scientific thinking rather than emotions or

religious beliefs.

14

age of automation”, “the atomic age”, “the space age”, “the electronic age”, and so on

(Chandler, 1995, para 4).

Techno-evolutionism and replacement technology have attributed the loss of

memory, loss of the ability to participate in oral discourse, and the loss of expertise in

reading to the computer.

According to Catone (2013), one primary reason for the electronic media to

replace the reading habit of individuals is that it tends to be an attractive way of

representing information. For example, children can learn difficult concepts better when

such concepts are demonstrated to them; this is something a book can’t do. Catone

(2013) states still another reason is that people can have access to an extensive variety

of topics from a single point or location. Books may contain information but not always

are books readably available. Take the case of the World Wide Web, it provides access

to millions of pages of information on any topic a person desires or almost everything

he/she wants to know. However, all a person has to do is get access to a computer and

an internet connection (Catone, 2013, para 4).

As per Catone, a third important reason as to why the electronic media is taking

over print media is that information technology proves to be the fastest means of

providing information and news about the events happening around the world. For

example, to gather information through more traditional methods like newspapers or

magazines, one needs first to pay money for them, which turn out to be much more

costly and rather inconvenient. That’s why most of the newspaper agencies have started

to maintain free online versions of their publications because they too have realized the

potential of electronic mass media towards print materials (para, 5).

Many researchers, including Marshall McLuhan find the evidence compelling

when they state that the American society is moving away from a fully literate era back

to a ‘‘more oral’’ (or ‘‘more visual’’) society, resulting in the demise of the printed

book. (McCluhan, 1962); however, Johnson (1999) questions this idea when he states

that still more books are being printed every day. This trend has also been forecasted for

other countries that are members of the knowledge society (see p.28). So, is the

replacement theory a fallacy? In Ancient Greece, the use of writing and written records

over time surely interacted with and helped change the use of oral discourse, but it did

not obliterate it by any means and arguably did not diminish it (Catone, 2013).

Likewise, CD-ROMs are no more a replacement for books. Catone (2013) also agrees

that since television didn't replace radio or the cinema, computers seem unlikely to

15

replace books. He adds that history cannot be easily reduced to simple linear 'progress':

there are 'variable paths to societal change' (p. 35). Catone (2013) sums it up when he

says “print books do not have to disappear for e-books to flourish” (p. 23) People just

choose the method they like best. It is a question of preference and habit. But how is

habit cultivated? Researchers say the key is motivation.

2.4 Motivating People to Read

Motivation is seen by many as a key factor in increasing one’s habit to read.

When people are motivated to read, they see reading as an enjoyable activity and are

inclined to do it daily. To develop a reading culture, people need to be motivated to

read. Identifying reading benefits motivates people to read more. The following section

will define the concept of motivation and present theories that assist in better

understanding the concept of motivation for language learning, and what the actors at

home, school, and in society can do to improve reading habits.

2.4.1 The Concept of Motivation

Kamal and Naseri (2011) define motivation for language learning as the extent

to which language learners persevere and the kinds of behavior they exhibit towards

their actual achievement. Motivation is therefore seen as “the process that arouses and

instigates behavior, gives direction or purpose to behavior, continues to allow behavior

to persist, and leads to choosing or preferring a particular behavior” (p.662).

Metiuniené and Liuoliené (2006) propose that in order to understand why

learners are motivated, it is necessary to understand the learners’ ultimate goal or

purpose for learning the language. He refers to this as the Integrative and Instrumental

motivation (p. 93).

Integrative motivation refers to a learner’s desire to learn more about the

cultural community of the target language or to assimilate to some degree in the target

community. It also characterizes the desire to increase one’s relationship with the target

community. In contrast, Instrumental motivation is more utilitarian; it refers to the

learners’ desire to learn the language in order to accomplish a non-interpersonal purpose

such as to pass an exam or to advance in a career. The purpose of instrumental

motivation is to receive benefits from learning the language (Kamal and Naseri, 2011).

Extrinsic motivation is often compared to instrumental motivation and intrinsic

motivation to be integrative motivation (Naseri and Soureshjani, 2011).

16

According to Gardner (1985), a highly motivated individual wants to learn the

language, enjoys learning the language, and strives to learn the language. The

Gardnerian Theory of Second Language (L2) learning motivation is based on the

definition of motivation as the “extent to which the individual works or strives to learn

the language because of a desire to do so and the satisfaction in the experience”.

Keller’s four conditions for motivation (cited by Metiuniené and Liuoliené, 2006) are:

interest (in the topic and activity), relevance (to the student’s life), expectancy

(expectations of success and feelings of being in control) and satisfaction (in the

outcome). These four conditions contain elements of each of the major approaches to

motivational psychology. The expectancy-value theory is represented in each condition.

Expectancy itself is treated as a condition and relevance, interest, and satisfaction are all

related to the value placed on the task. Autonomy, an integral tenet of the self-

determination theory is included in the condition of expectancy (p. 95). The following

goal-directed and task-oriented motivation theories are presented below.

Motivation Theories

Motivation is one of the major tools in reading achievement, and much of the

recent work conducted by the National Reading Research Center clearly indicates the

need to better understand how children acquire the motivation to develop into active,

engaged readers (Gambrell, 1996). This perspective suggests that an engaged reader is

motivated, knowledgeable, strategic, and socially interactive. The engaged reader is

motivated- by being able to read for a variety of purposes; knowledgeable-by being able

to use information gained from previous experiences to construct new understanding

from text; strategic-by being able to employ cognitive strategies to decode, interpret,

comprehend, monitor, and regulate the reading process; and socially interactive- by

being able to share and communicate with others in the process of constructing and

extending the meaning of text (Gambrell, Palmer, Codling, and Mazzoni 1996, p.16)

Gambrell states that highly motivated readers generate their own literacy learning

opportunities, and in doing so, they begin to determine their own destiny (p.4).

A number of current theories suggest that self-perceived competence and task

value are major determinants of motivation and task engagement. Two major tasks –

value theories are that of Eccle and Ford.

Eccles’s “expectancy-value” theory of motivation (1983), states that motivation

is strongly influenced by one’s expectation of success or failure at a task as well as the

17

“value” or relative attractiveness the individual places on the task. The expectancy

component of Eccles’s theory is supported by a number of research studies that suggest

that students who believe they are capable and competent readers are more likely to

outperform those who do not hold such beliefs. In addition, students who perceive

reading as valuable and important and who have personal and relevant reason for

reading will engage in reading in a more planned and effortful manner (Gambrell et al,

1996).

Ford’s motivational system theory (1992) maintains that learners will attempt to

attain goals they value and perceive as achievable. Ford views the “idealized reader” as

one who feels competent and perceives reading as being of personal value and practical

importance. Within this theoretical framework, reading motivation can be defined by an

individual’s self-concept and the value the individual places on reading.

Evidence from theory and research supports the notion that a high level of

motivation to read is associated with positive self-concept and high value assignment,

while low motivation to read is associated with poor self-concept as a reader and low

value assignment (Ford, p.21). Reading self-concept refers to the learner’s global beliefs

regarding their competence in reading formed on the basis of past mastery experiences,

social comparisons with peers, and feedback from others (Ford, p.22).

Other scholars, such as Pressley, Borkowsli and Schneider, (1987) cited by

Gambrell (1996), have cautioned however, that in order for students to develop into

mature effective readers they must possess both the skill (ability) and the will

(determination) to read (p.15). These researchers and theorists have emphasized the

importance of balancing both affective and cognitive aspects of reading development.

One of the key factors in motivating people to read is attitude towards reading.

While people read for many purposes, their attitudes about reading influence how

successful a reader they will become.

2.4.2 Attitudes towards Reading and Types of Readers

Kush and Watkins (2000) define attitude as a “predisposition to react

specifically toward an object or situation. It also defined as a value usually accompanied

by feelings and emotions” (p.316). For behavior scientist, attitude is further defined as

"a relatively enduring organization of beliefs, feelings, and behavioral tendencies

towards socially significant objects, groups, events or symbols" (Hogg & Vaughan

18

2005, p.150). Attitude-structure can be described in terms of three components, also

known as the ABC model of attitudes:

(A) Affective component: this involves a person’s feelings /emotions about the

attitude object. Example, “I enjoy R&B music”.

(B) Behavioral (also referred to as conative) component: -this involves the

aspect of mental processes or behavior directed toward action or change,

that include- impulse, desire, volition, and striving. It demonstrates the way

one´s attitude influences how he or she acts or behaves. Example: “I will

listen to R&B music during my free time”.

(C) Cognitive component: this involves a person’s belief / knowledge about an

object. Example: “I believe R&B music is relaxing”.

It is therefore fair to say that attitude directly influences behavior. That is to say,

people react to the world around them based on their attitudes. Smith cited by Kush &

Watkins (2000) defines attitude towards reading as a “state of mind, accompanied by

feelings and emotions that make reading more or less likely” (p. 316).

The creation and maintenance of a positive attitude toward reading is an integral

part of education in a literate culture. In this respect it can be seen that all teachers

should understand the nature of their students' attitudes toward reading and should know

how to assess these attitudes (Lewis and Teale, 1996). Also, the members of community

should develop a positive attitude toward reading in order to transmit it to future

generation of readers by creating events and spaces for reading activities.

However, considering attitudes toward reading as a simple one-dimensional

construct, is too simplistic a notion, and in many respects, a misleading idea as well.

Instead, it is best to conceptualize attitudes toward reading as multifaceted (p.96). Lewis

and Teale present a tripartite model, which can be compared to the more general ABC

model that describes attitudes toward reading (p. 97):

(A) An affective component that is one’s feelings about or evaluations of

reading. Example, “I enjoy reading”.

(B) A conative (behavior) component often treated as two separate

components, that is a) one’s intention (s) to read and b) one’s actual

reading behavior(s). Example, “I will read one book a month”.

(C) A cognitive component is one’s beliefs or opinion about reading.

Example, “Reading is essential for getting along efficiently in society”.

19

Lewis and Teale (1996) further indicate that attitudes toward reading are linked

to reading achievement (p. 98). Kush & Watkins (2000) state yet another important

reason for placing attitudinal objectives on par with cognitive goals when they say “If

we teach a child to read (cognitive), yet develop not the taste of reading (attitude), all of

our teaching is for naught. We shall have produced a nation of "illiterate literates"-

those who know how to read, but do not read” (p. 96).

Types of Readers

Researchers generally agree that motivation plays an important role in the

process of becoming a proficient reader. The types of readers mentioned below

represent a continuum of reading attitudes which directly impact, and is subsequently

impacted by, reading ability. It is therefore believed that barring physical or health

impediments, with practice, any reader should be able to improve their reading skills.

Based on the positive or negative attitudes that readers have, their reading type

can be identified. Beers (2000) identifies these five types of readers based on a distinct

set of attitudes towards reading. She classifies them as: Unskilled, Unmotivated,

Uncommitted, Dormant, and Avid readers. These five general groups of readers that

range from inefficient readers (unskilled) who struggle to read and comprehend what

they have read to efficient readers (avid) who read proficiently with great speed and

skill.

Table #2 7Reader Types

Unskilled readers-

“I can´t read.”

Are unable to read and therefore struggle with reading;

They have poor reading skill and low level motivation.

Unmotivated readers-

“I´m never going to like reading.”

Avoid reading and need to be instrumentally

motivated. They do not wish to be identified as readers.

Uncommitted readers-

“I might be a reader, someday.”

Read casually and for specific purposes; They find

reading is boring, and consider it just as a skill.

Dormant readers-

“I´m too busy right now.”

Enjoy reading but don´t read often. They don’t

recognize reading benefits and do it only when needed.

Avid readers-

“I like reading and I always will.”

Are intrinsically motivated; They love reading, identify

its benefits, have high level skills and find it fun!

7 Source “Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No” by Beers, in

December 2000.

20

2.4.3 Motivating Readers- Who is responsible?

It is widely agreed that people themselves are responsible for their own reading

habits. But is the individual solely responsible? The social construction of reading tells

us that there are myriad factors, and many stages and actors involved in the reading

process, and likewise the culture of reading. Lewis and Teale tell us that beyond

cognitive goals (knowledge gained from reading), attitude towards reading is extremely

influential in shaping one’s reading ability and reading habit. But where and how is

attitude formed? Nunes (2006) in his depiction of the three learning spaces: home,

school and society, suggests that it is at these centers of learning where attitude is

formed and/or reinforced. The actors in these spaces- individuals, parents and siblings;

teachers and administrators; community, government and media, respectively- have a

traditional yet dynamic role in encouraging reading through motivating readers and

making available reading opportunities and resources to create and strengthen the

reading culture. But how can this be done most effectively, and what impact do these

three learning spaces have on the culture of reading?

2.4.3.1 Parents and Home

Joseph (2004) affirms that early home learning is not just about the kind of pre-

educational activities that the words may suggest. It is about a much wider range of

experiences that provide the love, security, encouragement, and opportunities that help

children flourish and grow to achieve their full potential. Home is indeed the first

learning space

Many authors suggest that the home environment and support from parents are

essential to foster a child’s reading development. According to Cullinan (2000) children

that learn to read before school entrance are those who are read to and it is at home

where their love for reading is fostered. These children enter school with a positive

attitude toward reading, because they have already been exposed to the benefits of

reading, be it only fun. Therefore, parental guidance is of great significance in a child’s

reading development (p. 23).

Thus, parents and family are more than caretakers; they are to a great extent,

teachers. All parents teach by example through sharing knowledge, skills and

confidence that children need to learn and develop. Children tend to see their parents as

a role model, and when children see their parents reading, they too are motivated to

read. The social-cognitive process of reading is starts as early as home, where children

21

learn from observation. Ralph (2004) agrees that parent modeling behavior is a

powerful motivation tool when he states that the best readers are those students who see

their parents reading (p. 23).

When literate environments are created at home with direct access on a daily

basis to books, reading time and reading spaces, early reading is more likely to take

place (Pressley, 2000). Parents can take further advantage of this environment by

playing a critical role in the development and shaping of their child’s reading attitude by

finding time to read to their children. Akindete’s study found parents in Nigeria

lamenting over the fact that they found little time to do this (see p. 29).

Parents are the first advocates for reading and through home training, they lay a

firm foundation in values, customs, traditions, behaviors, routines knowledge, skills and

attitudes that not only foster an effective reading habit, but by virtue of what they instill

in their children, foster good citizenship (Pressley, 2000).

Parents’ attitude towards reading influences their children’s positive attitudes

toward reading. Joseph (2004) stated that “children whose parents are educated were

interested in books and had many books at home”. If parents love reading and they

promote a reading environment at home the children too will foster a love for reading.

The opposite is also true. It is difficult for a child to develop love for reading if they do

not have any books at home or if their parents do not read (p. 34).

Not only parents but teachers as well are challenged to create a learning

environment that supports and implants a positive reading attitude. At school this is

done in a more formal way and there, the benefits are multiplied.

2.4.3.2 Teacher and School

Schools that have high expectations for their students and give their students the

support necessary to achieve those expectations have higher rates of academic success

(Johnson, 1999). When schools set high expectations, students work harder and aim

higher because they learn to believe in themselves and in their future (p.10).

School, as the second learning space, has as its goal not only success in academic

and professional studies but success in general; this includes skills - what the students

are able to do, Knowledge - what students know, and character - the kind of person they

will become. Character is the basis of good citizenship. Teachers as educators are

responsible in addition to parents to build and socialize positive, productive citizens.

According to Johnson (1999) teachers are, as an explicit school model, and should

22

promote pro-social thoughts, values, and behaviors. Teachers should find in a way to

help students develop good habits and virtues.

Because of the powerful influence that motivation plays in reading literacy,

teachers are more interested now than ever before in understanding the relationships that

exist between motivation and achievement and in learning how to help all students

achieve the goal of becoming effective, lifelong readers (p.12). One of the key factors in

motivating learners to read is a teacher who values reading and is enthusiastic about

sharing a love of reading with learners. Gambrell (1996) says that “it is within the

power of every teacher to inspire and motivate learners to find a lifetime of pleasure and

information from the reading of good book” (p.23). Teachers who love reading and are

avid readers themselves have students who have higher reading achievement.

Teachers play a significant role in providing students with effective reading

procedures, in addition to the motivation for them to improve their reading skills and

habit. With efficient reading skills and motivation, teachers can help readers from any

position on the reading continuum to be able to reach the goal of an avid reader (Beers,

2000). The following chart shows how this can be done.

Table #3. Reader Types8

Reader

Types

Teachers should motivate students to…

Unsk

ille

d Participate in shared reading experiences; receive extensive remedial support,

be approved with reading material that is at the appropriate interest and

reading level; be aware of the necessity of building an effective vocabulary to

a better understanding.

Unm

oti

vat

ed

Have independent reading time; read non-fiction material; participate in

guided reading sessions which focus on making reading strategies explicit;

have independent reading opportunities with a defined purpose.

Unco

mm

itte

d

Hear the teacher read a complete text aloud; choose their own book; have

independent reading time; read illustrated material; participate in guided

reading sessions; be included in discussion groups

8 Source “Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No” by Beers, in

December 2000.

23

Readers

Types

Teachers should motivate students to…

Dorm

ant Choose their own books and be prepared to read before the class; and have

extended time for independent reading.

Avid

Uses internet to explore titles, author´s interest, participate in chat groups;

have extended time for independent reading; participate in literature circles,

group discussions and debate reading buy their own (independently)

2.4.3.2.1 Reading Culture vs. School Culture

Cape Verdean Historian Humberto Lima points out that there is a decisive

difference between reading culture in general and school culture. He explains that when

students read only to fulfill school assignments, this should not be attributed to a

reading culture but limited to the school culture. When the school culture heightens a

student’s interest in reading, it is in this way a promoter or source of reading motivation.

However, the reading culture at large subsumes the “school” culture and extends itself

beyond school to include home and the society at large (Lima, 2012).

Creating an overall reading culture is in many ways an extension of the school

reading culture. However, even in school students are reluctant to read. Dr. Lima states

that even at school, the dependency on oral communication far surpasses that of literacy

and cites this as one of the main causes of student’s lack of general knowledge which

would be remedied by reading more.

Jonsson and Olsson (2007) affirm Nalusiba findings that in school, reading is for

the most part, directly connected to the passing of class requirements, specifically

exams; reading is seen by students as exclusively related to accomplishing academic

success (see page 30). Therefore, students are not inspired to read for other purposes,

including general knowledge and pleasure. Reading becomes a part of something they

are forced to do. In this aspect, the educational system’s examination oriented structure

is seen as an obstacle to creating a reading culture (p. 22).

Lima (2012) also identified the limited access to books at most schools and a

very protective book lending system fear of mutilation as other obstacles to creating a

reading culture. Dr. Lima suggests that well equipped school libraries and librarians

24

with flexible ideologies and systems, including book lending policies would be a

workable solution.

Furthermore, Lima stated that teachers should use more suitable teaching

methods as a way of promoting a reading culture. He strongly advocates for teachers to

be well trained in order to teach their students how to read effectively (2012). Former

UNICV student Clara Cardoso (2012) made the point well in her thesis entitled:

Facilitating Reading Comprehension through Vocabulary: The importance of

Vocabulary Knowledge when she stated that the majority of secondary school EFL

teachers do not teach reading as a skill, but use it as a tool. A step-by-step approach to

reading and diverse reading materials such as, readers and books on a bestselling book

list should be made available to students. Reading should be fun (p.30)!

The above teaching methods can be seen as ways of changing students’

perception and consequently their attitude towards school work in particular and reading

in general. When students are taught that reading is important and see it treated as a

priority at school, this reaffirms what they hopefully have learned at home- that reading

has a prominent place in one´s daily routine. When reading is enjoyed, students will

inevitably increase their habit and include it in all aspects of their everyday life.

Therefore, creating a strong reading culture in school (beyond exams) is essential

if teachers want to encourage students to become engaged readers. However, developing

a reading culture at school takes time and requires the commitments of the principal and

staff. Porto (2011) states that a school with a strong reading culture is one where reading

is valued modeled and talked about. It is a place where staff and students read and if

only through observing, students are encouraged to read for pleasure at school and at

home (p.16).

Reading is fundamental for lifelong learning and one of the most effective ways

to leverage positive social change in society. Readers become more civic minded and

empowered to make changes. Reading should therefore not only be encouraged at home

and in school, but at the level of society.

2.4.3.3 Media and Society

Society can be defined as a community, nation, or broad grouping of people

having common traditions, institutions, and collective activities and interests (Hiwot,

2012). Nunes (2006) identified society as the third space where people learn, constitutes

a collective learning environment. Some have called this space the “University of Life”

25

where people learn empirically, that is to say, first-hand through practical experience.

Therefore, just as home and school do, society has a strong influence on the individual -

be it negative or positive (para 5). This can be seen in the influence of media and

entertainment such as commercial advertisements, films, soap operas, music, literature

and the ever evolving world of cyberspace. In this space, society through media exposes

the individual to a collective knowledge-consciousness or information platform that

influences one´s views, opinions, practices and habits. It is this pressure that media

exerts on one´s conscience or sub-conscience that is able to motivate behavior change.

According to Hiwot (2012), media changes opinions. And as one of the most

powerful tools of communication is unquestionably a profound influence on public

thought, opinion and practices. It brings the world into one´s home and because of its

constant access to people; its powerful influence can be metered out daily (para 2).

Media suggestions therefore go a long way and therefore through mass media, are a

means of public communication, can reach a large audience, and effectively promote

reading to the public. It can serve as an ever-present activist by inundating households

with the message that reading is not only desirable, but necessary. Beyond sending

messages, media programs can be delivered that encourage people to read in a way that

is not labor-intensive. Media can make simple suggestions, through TV and radio

programs that encourage people growing reading habits.

In addition, community activities, promoted through local institutions, can get

people interested in reading. These activities can be linked to schools, libraries, youth

community centers and other community interest groups. Media can also motivate the

pubic to read by providing them with reading materials and spaces. Community coffee

houses, book stores and the waiting rooms of local institutions, agencies and shops can

make available reading materials and spaces to read them, at no cost. In addition, these

activities can supplement official reading campaigns launched by national, regional and

local government institutions.

The key is advocacy. Society´s social conscience can be transformed only if

someone gets up and consciously works toward the change. Media as a tool is readily

available to inform and convince people that reading is indeed fundamental.

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2.4.3.4 Strategies for Increasing the Culture of Reading

The following are suggested strategies on best practices in promoting a positive

reading attitude at home include the following.

At Home, according to Joseph (2004), parents should:

Provide a variety of reading materials in the home: This can include magazines,

newspapers, books, dictionaries, encyclopedias, and other reference materials.

Children will be more likely to read for pleasure and to obtain information if there

is reading material around.

Let children know how much they can enjoy and learn from reading: Parents

excitement and interest in reading will transfer to their children. Just observe

parents reading will help children to become aware of the value you place on

reading.

Read with and to children: Young children as well as older children enjoy

listening to stories read with and to them. Engage in joint storybook reading with

younger children and older children who struggle with reading. Take turns reading

a few pages. Also, consider setting aside a family reading time that is held on a

regular basis. Each member of the family can read a portion of a book.

Talk about reading materials with their children: Ask factual and inferential

questions and have a conversation about the contents of the story. This can occur

while you and your child are engaged in reading a story and also before you begin

or at the conclusion of reading a story.

Visit the library: Have your children select their own reading materials based on

their individual interests. Frequently, a story time is offered at the local library,

which can be a particularly enjoyable activity for young children.

Acknowledge their child when he or she reads or shares information obtained

from reading: Because children want to please their parents, your recognition and

positive reaction will have a significant impact upon your children’s desire to

read.

At School, according to Joseph (2004), to promote a positive reading attitude in the

classroom Teachers must:

Make reading a priority! There should be a conscious effort made to promote a

school´s reading culture.

27

Encourage students to read for fun. Reading should not be allocated only to the

fulfillment of academic requirements. This can be done in setting-up and

monitoring extra-curricular activities.

Provide a variety of high interest reading materials of various grade levels in the

classroom: e.g. magazines, newspapers, books, dictionaries, encyclopedias, and

other materials that match students’ interests.

Model and demonstrate reading: help children realize how much you value

reading.

Challenge student’s attitudes toward reading: provide systematic reinforcement

(such as praise) when children are engaged in reading activities.

Spend time helping students acquire basic reading skills: this will ease the

cognitive process of gaining meaning and enjoyment from reading if basic reading

skills such as word recognition have not been achieved at an adequate level.

Increasing fluency through repeated readings of passages may help children

achieve word recognition skills. This will likely facilitate children’s confidence,

competence, and positive perceptions about themselves as readers.

Help students to realize that positive outcomes are likely if considerable effort is

made toward engaging in reading activities: If children do not attribute success to

their efforts, you may want to consider implementing attribution retraining

techniques that consist of helping children realize that successful outcomes are

due to effort rather than external factors beyond their control.

In Society, according to Hiwot (2012), to promote activities that increase reading culture

Media should create:

Reading campaigns – promote reading materials, brings readers and writers in

contacts,

Reading commercials – encourages consumers to be thoughtful about the

purchase of materials that claims to teach new readers or improve the ability of

developing readers quickly. Example of a reading commercial is “10 tips to

improve your reading comprehension” or “Book People Unit (see in

youtube.com).

Television Programs – an example of a television reading program is Martha

Speaks Reading Buddies Program – this cross age reading program is an

innovative way for kindergarten and upper-level elementary. It helps students

28

increase their vocabulary, develop their self-esteem and social skills, and

enhance their love of books and reading (see in readingbuddies.org).

Reading Rainbow – has been introducing books to kids since the early ‘80s. The

series “promotes reading as a way children can sample the world around them.

It’s exploring a wide range of social topics-united nations’ children initiatives,

cultures, worker’s right- (see in commonsensemedia.org/reading-rainbow).

Reading Endorsements – such as President and Prime Minister Speech about the

importance of reading in a literate society.

Cape Verde is but one developing nation moving towards a stronger reading culture

and can learn from others who are working towards this goal. The next section

demonstrates how Uganda and Nigeria conducted studies to bring awareness to their

respective societies on the status of their respective reading culture in hopes to find out

ways in which they might increase the nation reading habits.

2.5 Continental - African Perspectives on Increasing the Culture of Reading

A lot has been discussed on what countries are doing to increase their reading

culture. Described below are studies conducted in Uganda and Nigeria which reveal their

reading culture climate and gives recommendations that these two countries are putting

into place to improve their reading culture, principally through motivating their students

to read. These two experiences share basic goals and strategies for developing nations

that Cape Verde too can reflect on.

A vibrant reading culture determines the success of a person and the nation as a

whole; however, African societies such as Uganda, Nigeria, have been labeled as “oral

societies” or societies that “lack a reading culture” (Nalusiba, 2006). In such societies, for

the most part, people reduce their reading habits once formal education is completed as

they derive more pleasure from the oral and performing arts like talking, singing,

dancing, socializing than from the act of private or individual reading of a book. And for

those who have never frequented formal learning institutions, the habit of reading is low

to non-existent.

2.5.1 Studies from Uganda and Nigeria

In a globalized world, knowledge is a cherished commodity (Dahlman, 2011).

A Knowledge Society is a society that values the creation, dissemination and effective

use of knowledge, and has the institutions, infrastructure, regulations, social interactions

29

and culture that support this. UNESCO (2005) furthers the term knowledge society as a

society that is nurtured by its diversity of knowledge and is empowered by the capacity

it develops through knowledge (p.3). Therefore, a working knowledge society doesn´t

only have access to information, but more importantly it has know-how in using the

information.

Two independent studies were conducted in Uganda and Nigeria for the common

purpose of (1) evaluating the extent of their reading culture and (2) proposing realistic

recommendations for improvement. The studies are characterized below:

Table #4 9Uganda and Nigeria Studies

9 Source Uganda- “Strategies for the development of a reading culture in Uganda” by Nalusiba, in 2010. Nigeria-

“Reading culture, parental involvement, and children’s development in formative age” by Akindete, in 2006.

UGANDA NIGERIA

BACKGROUND INFORMATION

Uganda has an area of 236 000 sq. km

and a population of 33,640,833 million

(July, 2012). The country is located in

East Africa and is bordered by Sudan in

the north, Kenya in the east, Tanzania in

the south, Rwanda in the South-west and

the Democratic Republic of Congo in the

north-west. April 2006 showed overall

literacy rates at 69% (Jonsson, and

Olsson, 2007).

Nigeria is located in West Africa

bordering the Gulf of Guinea, between

Benin and Cameron. It has an area of

923, 768 km. Nigeria is Africa’s most

populated country with over

170,123,740 (July 2012) of people.

Nigeria is a former British Colony,

and has a high percentage of illiterate

people (Akindete, 2012).

CHARACTERIZATION OF THE FIELD STUDY:

Sample: 61 respondents (45 students/16

teachers.

Research methods: Interviews

conducted with students, teachers and

the Kampala District Education

Officer), and classroom observations.

Aim: The study sought to analyze the

reading practices among pupils in

Uganda´s primary school.

Sample: 211 parents (96 mothers and

115 fathers)

Research methods: Descriptive

Questionnaires were distributed to

parents at a university community;

Aim: The study was designed to

discover the degree of parental

involvement in the reading culture of

their children (from birth to age of 7).

IT WAS POSTULATED THAT:

As per Nalusiba (2010) in Uganda… As per Akindete (2006) in Nigeria…

a knowledge society was lacking due to

a relatively poor reading culture;

amongst school students there was a

distinct leaning towards dependent

reading instead of independent reading;

the poor state of reading was seen as a

result of most children preferring co-

curricular activities to reading (i.e.

students read mostly to pass their

exams.);

the reading culture in Nigeria is

declining drastically;

the decline is one of the major

causes of the problems mitigating

against the country´s development;

children are growing up with an ever

decreasing attraction to books and

serious reading habits;

30

According to Nalusiba (2010), teachers’ attitudes and enthusiasm towards

reading was proven to play a key role in encourage the reading habits while according

to Akindete (2006), parents´ limited available time for reading to their children was a

reflection of working parents’ time constraints and not a negative attitude towards

increasing their time spent reading to their children. In essence, the desire to read more

a lack of a national book policy and

high cost of paper led to increased costs

of production and unaffordable book

prices;

Only a small number of schools had

libraries, resulting in poor reading

habits among students.

children are more interested in

television programs instead of

reading;

a lack of parental involvement in

motivating their children to read has

weakened the reading culture

STUDIES REVEALED THE FOLLOWING FACTORS AS OBSTACLES TO BUILDING

A STRONG READING CULTURE…

Poor reading practices included:

insufficient amount of reading

materials;

Inaccessibility to reading materials

available and of those available, many

were inappropriate due to lack of

cultural relevance;

lack of libraries;

Lack of parent involvement; and

Teacher-related barriers (e.g. teachers

forbade students from borrowing

reading materials for fear of the books

not being returned).

95.2% of the respondents identified

the need/ importance of early

childhood reading:

However, there is a general lack of

parental involvement;

On average, parents spent only one

hour reading to their children and

mainly during the weekends;

Unlimited time available on the part

of parents in devoting time for

reading to their children; and

Scarcity of children’s books and the

absence of children libraries.

RECOMMENDED STRATEGIES FROM THE STUDIES…

Teachers and parents should give

students attractive and appropriate

reading materials and a comfortable

reading atmosphere to read in;

Students need to be encouraged to read

by arousing in them interest in books

and other information media;

The school Administration should

Launch a School Library Development

Project to stimulate and develop interest

in reading;

Teachers must display a positive

attitude towards reading and encourage

good reading habits.

Schools should take the responsibility

to develop explicitly stated objectives

for developing a reading culture for all

children (visual or other impairment).

Parents should endeavor as much as

possible within the constraint of their

time to nurture a good desire and

interest for qualitative reading with

their children;

Government has to advocate for the

promotion of reading culture as one

of the top priorities in its educational

policy. Reading culture should be

promoted through partnership

between public and private sectors;

Schools should have well-functioning

libraries with well-stocked children

story books and other interesting

children’s books which can be

available for home loan, while the

libraries should be manned by a

librarian.

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and encourage their student´s children to read from an early age is present and is

probably the most important catalyst towards a moving these two nations towards a

stronger reading culture.

Neither in Uganda nor Nigeria, is there a flourishing reading culture, but these

countries have identified their constraints and are putting strategies in place to improve

the situation. It is not an easy road, nor is their only one solution, but it is worth the

fight. Wigfield and Baker (1999) remind us that if measures are not taken to improve

literacy, the end result will be falling back on the always present oral culture (p.45).

Although the coexistence of the two is not detrimental and often times the reality, the

dominance of an oral society over a reading society works against a nation advancing

within the 21st century´s global knowledge and information networks.

2.5.1.1 Additional Strategies to Increase the Reading Culture for School age

Children

Nalusiba (2006) developed the following overall strategies to improve school reading

culture:

1. Provide students with educative and interesting NTBRMs (Non-textbook reading

materials) – give students interesting stories that have funny pictures and an easy

language so that make reading enjoyable. Present students books that they really like

to read.

2. Create Readers’ Clubs – where students will share different experiences base on the

variety of information materials they have read.

3. Promote Storytelling – students will be encouraged to tell stories and they should

write stories. The use of story-writing as a strategy for improving reading culture

could support by measures such as establishment of classroom libraries in the form

of displayed stories and lockups in which students stories are store.

4. Materials Development – teachers and students should make their own reading

materials. This encourages students to read in order to understand the different

concepts they are studying.

5. Develop Timetable Reading and Library Lessons – if reading is approve as a lesson

on the timetable, teachers will be able to encourage students to read because they

will be able to get them exposed to the reading materials available in the school and

advise them on how best to make use of the reading materials availed by the school.

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2.5.2 Advocating for an Improved Reading Culture

Royea and Appl (2009) define advocacy as a political process by an individual

or group which aims to influence public-policy and resource allocation decisions within

political, economic, and social systems and institutions (para 2). It is a strategy used

around the world by Non Governmental Agencies (NGOs), activists, and even policy

makers themselves to influence policies (para 3). It seeks to create or change policy and

the way one thinks about and acts on a particular issue. Advocacy is a process of

campaigning or debating an issue in a given time to come up with a consensus on

course of action to change the situation (para 4).

Advocacy brings awareness and it is awareness that fosters a more informed

society through collaboration with people in general as well as organizations to solve a

problem. It is mainly achieved through disseminating information, providing training,

and communicating with key actors to come up with best strategies to give the issue at

hand a foothold in the community by using language and idioms that speak to the

culture, and thus turning an issue into a household word. The key word is exposure.

Through advocacy, an issue is integrated into the attitudes and behavior of a society

through target communities, to bring about anticipated change.

Therefore, advocacy is directed towards changing the habit of people through

policy. Advocacy puts a problem on the radar provides a solution to the problem and

builds support for action (Royea and Appl, 2009). Hence, advocacy for a stronger

reading culture would have as its aim to inform people and institutions on the

importance or reading; heighten a felt need to read; and convince people of the do-

ability of increasing the nation’s reading habit, -one person- or-one group- at a time.

Advocacy finds its strength in organizing awareness by way of media

campaigns, public speaking, commissioning and published research. It is not enough to

just provide books to people or occasionally lament over one’s poor reading culture;

people must internalize the problem and feel the need to increase their reading habit for

their own sake, i.e.- for the benefits that it brings to them as an individual and

collectively as a nation. People must want to read because they need to read (Royea &

Appl, 2009).

As a result of many efforts around the world, there are many proven strategies to

advocate for a stronger reading culture. What works best is dependent upon one´s

culture, for habit is an expression of one´s daily living routine. However, it can be said

that the most successful strategies get everyone involved as a group and bring

33

immediate benefits to the individual, i.e. an increased sense of: satisfaction, knowledge,

and connection to a wider network of readers. The most common strategies used for

increasing the reading culture include the creation of: (1) reading campaigns to

motivate people to read; (2) reading communities that can be physical or virtual, via

radio, television, or internet, and (3) reading materials. The following discussion

provides real life experiences at the national and local levels in Japan and the USA in

their attempts to improve their reading culture.

2.5.2.1 Reading Campaigns

Reading campaigns are plans that promote reading activities for a specific

population (Sakabe and Yoda, 2012). In 2001, Japan launched, through the support of

its government and spearheaded by the NGO, “Children´s Dream Fund”, a national

reading campaign with the objective to promote the culture of reading among children.

The campaign included but was not limited the following activities (Sakabe and Yoda,

2012):

1. The Year 2000 was designated as "Children’s Reading Year" by the National

Diet Resolution and their International Library of Children’s Literature was

founded on January 1st. 2000, as a branch of the National Diet Library;

2. In 2001, the "Law on the Promotion of Reading Activities for Children" was

approved. The Ministries of Education, Culture, Sports, Science and Technology

(MEXT), drafted and announced the "Basic Plan for the Promotion of Reading

Activities for Children" and designated April the 23rd

as "Children’s Reading

Day". Under the auspices of the national plan, local governments drew up their

own plans, improving conditions for children to read books of their own free

will, at any opportunity, and in any place. The Basic Plan was revised in 2008.

3. Omaezaki City, of Shizuoka District located at the tip of a peninsula on Japan's

Pacific coast, holds “Nabura10

Reading Activities”. These activities include:

Creation of book borrowing policies for children in kindergarten;;

Throughout the entire city, Thursdays are devoted to reading- TV is

disallowed; and

10

The Japanese word “Nabura” refers to a local Japanese dialect in Shizuoka. Its original meaning in

Japanese refers to the shoaling or schooling of local sea fish. The expression is used as a regional idiom

to convey the gathering of children’s literature resources. Here reading has been made a household word.

34

Librarian’s use their blogs to give parents of small children tips on how

to better motivate their children to read.

Here we see that Japan is not only talking about reading, but it has given reading

a prominent place in history, i.e. Children’s Reading Year, and naming April 23rd

a

reading holiday. All of these steps have been taken to inform, and convince its citizens

of the do-ability of institutionalizing reading. These efforts suggest collaboration

amongst the three learning spaces to change society´s attitudes and behavior.

2.5.2.2 Reading Communities

According to Baker (2003), within the school reading culture, there is a need to

create communities of readers that is school-wide in character. In their opinion,

educators are at fault by mostly teaching reading as an isolated set of skills to be

mastered and then applied in context. They advocate that school identify values that can

reflect the work of all members of the school community in promoting reading. It is this

collaborative effort that builds the school community in general, and more specifically -

a community of readers (p.320).

A community of readers is a group of people that come together at agreed upon

intervals for a specific reading purpose. Being a part of a reading community suggests

shared vision, values, and objectives. It also gives its members a sense of belonging and

support. The Alliance for Achievement Network is a school community management

program in the USA that views school influence in a broad perspective, and based on

locally defined and commonly held values, addresses the relationship between school,

family and community. Based in Chicago, Illinois, USA, the thirteen school alliance

has identified reading as one of its community-values for all students. According to the

Alliance for Achievement, the communal nature of reading is crucial. According to

Baker (2003) “Reading is no longer the privatized work of teachers and students with an

occasional acknowledgment by parents (p.321).” The Alliance serves as a model for

who are interested in organizing readers, and it suggests the following five essential

themes (p.330) to be used when creating a community of readers:

1. Create and use a print-rich environment– in special places such as home where

reading materials are available for reading, and also at school where reading

materials are on display and discussion occurs (e.g. classrooms, hallways,

cafeteria, and principal’s office).

35

2. Make time for reading– parents must set aside specific time for reading at home,

and students need to have frequent opportunities to read such as entire school

time.

3. Create a sense of ownership – offer numerous opportunities to allow students to

explore their own interest through reading by creating a wide vista of reading

materials found in public libraries, bookstores.

4. Emphasize the intrinsic rewards of reading– parents can encourage the intrinsic

rewards of reading by helping children find interest reading materials, and make

time to discuss interesting reading material, and the school can encourage

reading when the younger learn the skills of reading and the joy of the

experience.

5. Make reading a social experience – at school reading can involve a sense of

shared enjoyment and purpose through reading aloud to an audience, parents can

also help their child find meaning in various reading talk by taking time to share

in the reading experience.

Here we see local communities in the USA revisiting how ancient reading

communities conducted their reading experiences- in group. Back then, the social and

cultural benefits were many and were said to have strengthened the society by creating a

dynamic platform for sharing interpretations of individual ideas on a collective scale.

Chicago is also building consciousness and community within its school environment.

The Alliance believes that the shared value of reading not only enhances literacy but

empowers the reader and consequently, the society.

2.5.2.3 Access to Reading Materials

The study, “Children’s Access to Print Material and Education-Related

Outcomes” (Lindsay, 2010) was commissioned by Reading Is Fundamental (RIF), a

nonprofit organization that receives federal funding to distribute books to low-income

children, and conducted by Learning Point Associates, a nonprofit education research

and consulting organization and affiliate of American Institutes for Research (AIR). The

study found that access to print materials improves children's reading performance.

More specifically, it provides children with print materials (i.e. books) that help them

read better. In general, the study showed that increased access to reading materials helps

the reader:

36

Learn the basics of reading. Providing children with reading materials allows

them to develop basic reading skills such as letter and word identification,

phonemic awareness, and completion of sentences.

Read more and for longer lengths of time. Giving children print materials

leads to more shared reading between parents and children. Children

receiving books also read more frequently and for longer periods of time.

Produce improved attitudes toward reading and learning. Children with

greater access to books and other print materials, through either borrowing

books or receiving books to own expressed increased enjoyment of books in

general, reading for pleasure, and reading for school.

More specifically, the study showed the following four major findings (p.78):

Access to books and print material produces (i.e. causes) improved attitudes

toward reading and learning among children;

Increased reading behaviors that provided reading guidance (parental and/or

caretaker) showed stronger access to print material (p. 81);

Providing children with books and print material causes increased reading;

Books and other types of print material appear to be instrumental in helping

children learn the “basics” of reading (i.e., emergent literacy or extraction of

meaning from print).

In addition, the study had as its aim to research the relationship between book lending

and ownership policies. Research revealed that:

Putting print materials in the hands of youth suggests a consistently positive

relationship (p. 85).

In summary, this American study has found that giving children access to print

materials is associated with positive behavioral, educational, and psychological

outcomes. These outcomes are manifested in behavior changes that increase the reader´s

reading habit.

In light of what countries around the globe are researching and implementing in

regards to reading advocacy and program implementation, it is important to pause and

reflect on what Cape Verde is doing in this regard. The following section gives a brief

look into where Cape Verde is now and initiatives currently taken to increase its reading

habit and ultimately improve its reading culture.

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2.5.2.4 Cape Verde’s Past and Present Initiatives to Increase the Habit of Reading

First, in Noticias do Norte, Adelina Alves a Primary School Teacher, in Ribeira

Grande, Santo Antão Island- Cape Verde, reported that the reading habit, in early age

students, is weak. She also stated that reading habits have to be cultivated early. She

points out that Cape Verde is limited in this point (Crise da Leitura em Cabo Verde…,

2013).

Second, according to Vanda Leite, a Librarian from the National Library in

Mindelo, despite the fact that illiteracy levels have decreased considerably in the last

years (99.14% from 1990 to 2010), reading habit have not increased (para 5).

A lot needs to be done to increase the reading habit in Cape Verde; However,

Cape Verde is slowly increasing its advocacy initiatives through activities such as

creating: reading campaigns to reader motivation; reading communities to promote

social reading activities and; increased accessibility to reading materials to make

reading materials more available to people everywhere. A brief description of a few past

and current initiatives is given below:

(a) Reading Campaigns

In 2010/2011 a reading project called “To Read and Collaborate” created by

Estimulo11

and the Ministry of Education and Sports in Tarrafal-Santiago Island helped

educators reach out to inhabitants, specifically youth of rural Tarrafal which then

involved a total target population of 22,453 people. The aims of this project were to

provide a learning environment for teachers and students, promoting the culture of

reading among citizens through the development of reading resources (Ler e Cooperar,

2011). As a result of this project, Estimulo and the Ministry of Education promoted

book collection campaigns that culminated in eighty two boxes of books for the

community in Tarrafal. All the reading materials collected were shared among the

members of the community for distribution.

Event activities included:

The design and stocking of a library in the school district office.

Training of all local librarians.

11

Estimulo (Centro de Estudos) - was founded by a group of professional education in Oeiras that,

given the pressing needs of existing education and training in Portugal, decided to build an association

that could intervene in the community where it belongs, with the intervention model three distinct lines:

Education, Training and Research. Later came to be involved in several cooperation projects as partner

institutions related to education, with Timor, Cape Verde and São Tomé e Príncipe.

38

(b) Reading Communities

The Portuguese Embassy in Cape Verde, a long standing partner in the

development of Cape Verde, has created and improved existing libraries throughout

the Cape Verde islands. For example, in 2005, it improved the libraries of 14 schools

in 6 islands -Santiago, Santo Antão, Boavista, Fogo, Maio and Sal-, 14 local libraries

on 6 islands -Santiago, Brava, S. Nicolau, Boavista, Santo Antão and Fogo- (Cabo

Verde: Consolidação da república de leitura, 2013). In December 13th

2013, the

Embassy in partnership with the Instituto Português de Apoio ao Desenvolvimento

(IPAD) and the Instituto Camões - Centro Cultural Português, has created local

association libraries at the following centers: Escola do Ensino Básico Integrado de

Lém Ferreira, Centro de Protecção Social de Lém Cachorro, Associação Juvenil

“Black Panters” and Espaço Aberto-Safende. The objective of this initiative was to

increase reading habits in primary school aged children. The Embassy of Portugal has

provided to each library an amount of 350 books including: dictionaries,

encyclopedias, maps and school manuals ().

(c) Increased Accessibility to Reading Materials

According to Marilene Pereira, Director of Brazilian Cultural Center, the center

wants to create a Mobile Library to assist children from Santiago’s rural communities,

that don’t have access to books. She explains that the future library will go twice a

month to the rural communities in order to increase children’s reading habit (CCB

Aposta numa Biblioteca Ambulante…, 2013).

With the increased access to print materials, children will be able to read daily, thus

increase their reading habit and eventually strengthen Cape Verde’s reading culture.

In order to increase access to reading materials, it is importance promote books

fair at school and also in communities. For example, within the framework of

Portuguese language Year was held 02-04 April, from 9 am to 19 pm in the lobby of the

Palmarejo Campus, the Book Fair at the University of Cape Verde. With the aim of

bringing further public university of the book and the knowledge it represents. The

Book Fair Uni-CV also aims to encourage the cultivation of reading as well as

promoting greater appreciation of the subject book, both in the traditional format to new

technologies as they relate to him. The 15 exhibitors who were participating in the Fair

(publishers, bookstores, institutes and cultural centers) pledged to practice very

attractive prices on books that relate primarily to the academic and scientific world.

39

2.6 Summary

Reading is important because of the benefits it brings. When people see reading

as a worthy activity to do daily, they will start reading frequently. When people read

frequently, the habit of reading will be formed. But who is responsible to motivate

people to read? The literature review directs us to the three learning spaces where

attitude is formed: Home, School and Society. To improve the reading culture people

must increase their reading habit that is a function of attitude (ABC Model) which is

influenced by motivation.

However, to advocate for an improved reading culture, people must create

activities such as reading campaigns, reading communities, and increase access to

reading materials for the benefits that a reading culture brings to a developing nation.

Those who have a better attitude towards reading will have more reading skills and also

a better reading performance. The way people react towards reading will directly

influence their behaviors. The following issues: Public Survey, Student and Teacher

Questionnaires, and Librarians and Writer Interviews, addressed in the Literature

Review will be carried over for investigation in the field research to discover what Cape

Verdeans are doing to improve their reading culture.

40

3.0 Methodology

To better understand Cape Verde’s Reading Culture, field research was carried

out to find out about the habits and opinions of people in general as well as students and

teachers. Field research was conducted in various communities and in five different High

Schools in Praia: Abilio Duarte (Palmarejo), Cônego Jacinto (Várzea), Cesaltina Ramos

(Achada Sto António), Constantino Semedo (Achada São Filipe), and in Manuel Lopes

(Calabaceira).

Triangulation of data was done to compare responses and verify analysis trends.

I applied (A) Surveys with a target population of 400 Cape Verdeans with a return rate of

98% responses; (B) Questionnaires were distributed only to 500 EFL students- to all

cycles (1st, 2

nd, and 3

rd) with a 94% return rate- because initially the topic of my paper

was solely devoted to the EFL students and teachers. Afterwards, I had to change the

topic of my paper and expand it to Cape Verdean reading culture which led me to apply

the public survey; and teacher questionnaire which total 60 teachers with a 67% return

rate. I also conducted (C) two sets of Interviews with 5 librarians and a professional

writer. The interviews included two UNICV librarians and three librarians from the

Biblioteca National. The focus of the librarian interviews was to discuss the reading habit

of the general public and what institutions such as libraries are doing to motivate people

to read more. The writer interviews were conducted to find out what impact, if any,

writers can have on the reading culture.

The Process

Public Survey

After a long conversation with one of my professors about the issues related to

my thesis, he advised me that paper like mine would only have much more

consistency if I had personal testimony of the Cape Verdean’s reading culture. This

idea/suggestion led me apply a public survey to the general population with the

objective of showing that only EFL students and teachers are not enough to represent

the Cape Verdean reading culture.

When I started surveying the general public in the various communities, I

thought it would be difficult; however learning as I went alone and adapting to the

population that I encountered, I found that it was not as difficult as it was challenging.

I first began my surveys at the Calu & Angela supermarket in Palmarejo. I chose the 5

41

o’clock pm hour to have access to the many people who were shopping after work. I

completed the survey after a week visiting various public venues (Hospital Agostinho

Neto, Praia Shopping, and Restaurant in Palmarejo, cafes, Unicv, and the streets of

Palmarejo and Achadinha Baixo where I presently live). My experience was mixed.

For the most part, people were always in a hurry; however, the majority of them were

interesting in the topic and does willing to collaborate.

Student Questionnaires

I did not have many problems in applying student questionnaire; however, there

were a few obstacles to overcome. The first was that the questionnaire was written in

English, and some students had difficulty in understanding the questions. To address this

issue, I decided to apply a Portuguese version to 1st cycle (7

th and 8

th) students. For 2

nd

cycle (9th

and 10th

) and 3rd

cycle (11th

and 12th

) students, I administered the survey in

English, as I had originally intended. But even for the 2nd

and 3rd

cycle students, some

had difficulty responding in English due to a lack of vocabulary. So, I had the students

complete their questionnaires in a group, and I made myself available to answer their

questions. In the end, it all worked out for both the students and me.

Teacher Questionnaires

The application of the teacher questionnaire was the hardest part of my field

work. After hearing what former monografia students complained about such as un-

cooperative teachers, I took the time to schedule a meeting with teachers in order to get

their support in helping me. However, despite my best preparation efforts, the majority of

the teachers still gave excuses for why they couldn’t complete the questionnaire. Their

excuses ranged from test preparation to test correction. Even those who did fill out the

forms took a long time before returning it. I didn’t give up though; I spent countless days

running after the teachers until I finally received the 67% returned.

Interviews with Librarians and a Writer

The interviews were the easiest part of my work. There were no problems in

scheduling or conducting the interviews. I came equipped to each interview with a

recording device to assist me in the preparation of interview transcripts. The only

difficulty was in transcribing some of the recorded material, so when there was a phrase I

couldn’t understand; I just went back to the source.

42

General Comments

I began my field research determined to meet my objectives. My focus was to

enjoy the process and learn as much as I could from it. When starting, I was a little

anxious but I was grateful to learn the following, “a researcher must be Patient and

Prepared”.

To be Patient includes the ability to wait calmly for things outside of one’s

control to happen, such as field research participants showing up and cooperating.

Also to have patience means to accept the challenges that come because

challenges spring up even when least expected them.

To be Prepared includes the ability to make plans and arrangements before going

into the field, and anticipate possible questions and explanations to assist

respondents in completing their tasks.

My final thought for future researchers is - Never give up!

43

4.0 Data, Analysis and Recommendations

The overall objective of the field research was to discover to what extent Cape Verde

has a reading culture and what should be done to improve its reading culture. The

following section includes data collected from the survey, questionnaires and

interviews.

4.1 Reading Culture Survey Results

TABLE #1

DEMOGRAPHIC INFORMATION Sex: M: 46% F:54% Age 23%- 18-20 60% -20-34 13% - 35- 49 4% - 50+

Highest level: 21% - University 69%-High School 10% - Primary School

QUESTIONS AND RESPONSE

Q1. Do you like to read? 88%- Yes

12% - No / Reading material (ranked highest to lowest)

Q4. What would help you read more? (ranked highest to lowest)

Interesting & less expensive reading material

1stnewspapers

2nd The Bible

4th manuals

5th Magazines

more public reading places & better access to reading

materials

3rd books 6th

novels & comics motivation from: home , school & government

Q2. How often do you read?

85% - Sometimes 15% - Everyday

more reading materials in Creole

Q5. Does Cape Verde have a strong or weak reading

culture? 91% - Weak 9% - Strong:

Q3. Do you think Cape Verdeans read

enough? 77% - No 23% - Yes

Q6. Who is responsible to strengthen Cape Verde’s

Reading Culture?

32%- Individual 14%- Parents 8% - Librarians

29%- Teachers 17%- Government

To facilitate the analysis of the data found in Table #1, survey questions have been grouped under

the following categories:

1. Attitude towards Reading and Reading Habit ( frequency) Analysis: The responses highlight that:

The majority of the respondents (88%) have a positive attitude towards reading;

however:

Respondents do not read often. Only 15% responded that they read daily. Akindete

found this lack of reading habit in Nigeria when in her study she reported that

Table #2

Category: Questions

1.Attitudes Towards

Reading and

Reading Habit

Q1. Do you like to read?

Q2. How often do you read?

Q3. Do Cape Verdeans read enough

2. Constraints Q4. What would help you read more?

3. Reading Culture Q5. Does Cape Verde have a strong or weak reading culture?

4. Motivation Q6. Who is responsible to strengthen Cape Verde’s Reading Culture?

44

parents of school age children overwhelmingly found reading to be beneficial;

however, they spend on average only one hour a week reading to their children (see

p.30). Thus, attitudes are not always reinforced by practice. This observation is

contrary to what one would expect when following Lewis and Teale’s Attitude

Objective Model, [ABC Model] (see p.18). Their model suggest that if (A) the

Affective component and (C) the Cognitive component are positive, then the (B)

Conative or Behavior component should be positive as well. Akindete and this

present study give opposing results, which suggest that there exist constraints that

negatively influence behavior (see analysis below for constraints).

Respondents overwhelmingly agree (77%) that Cape Verdeans don’t read enough!

2. Constraints

Analysis: Respondents said that they would read more if:

Respondents attributed cost, poor availability of reading materials, low accessibility

to reading spaces and materials in Creole as prohibitive. Nalusiba agrees that when

materials have a high cost and they are not attractive, the consequence is a reduced

reading habit (see p.29).

Respondents stated that home, school and government should motivate them more

to read.

3. Reading Culture

Analysis: 91% of the respondents categorically stated that:

Cape Verde has a weak reading culture. Likewise, Dr. Humberto Lima (see p. 23),

teachers (see p. 55), librarians (see p. 58) and writer Issah Tikumah (see p. 59)

AGREE.

4. Motivation (who is responsible for strengthening the culture of reading?)

Analysis: Respondents had diverse opinions as to who is responsible to promote

reading. In summary:

The majority of respondents identified the individual as primarily responsible

followed by 29% stating teachers are more responsible than the parents. Lewis

and Teale agree that people themselves are responsible for their own reading habit,

but the social construction of reading emphasizes that there are other actors involved

45

in the process of strengthening a reading culture, and those actors do so primarily

through motivation (see p.20). Responses also show that respondents are familiar

with the influence that the three learning space can exert on readers. However,

17% of the respondents felt that the government is responsible which is larger than

the percentage given for parents (14%). This was not surprising to me, for in

general Cape Verdeans put much responsibility on government authorities to solve

their problems, and parents are held less responsible. I believe this can mainly be

attributed to (1) Cape Verde’s short democratic history (39 years only as an

independent nation) and to the (2) challenges that Cape Verdean traditional families

face, i.e. single parent structure, mid-level of education and mid to low level

household economies. But it is necessary to say that initiatives are being taken to

identify and address these constraints.

In summary, respondents feel that Cape Verde´s weak reading culture should and can

be changed. The next section compares responses from an educational cross-section of

the general public (students and teachers).

4.2 Comparative Analysis of Student and Teacher Questionnaires

TABLE #3: STUDENT AND TEACHER PROFILES

STUDENT

PROFILE

SEX AGE LEVEL OF EDUCATION

42%: M 7%: 11-13 15%:18+ 30%: 7th

-8th 29%: 11

th -12

th

47%: F 74%:14-17 4%: NR 37%: 9th

-10th 4%: NR

TEACHER

PROFILE

SEX AGE LEVEL OF EDUCATION TEFL EXPERIENCE EFL GRADE TAUGHT

45%: M 37%: 20- 30 12%: Bacharel 47%: 1 – 5 26%: 7th

- 8th

55%: F 40%: 31 - 40 78%: Licenciatura 28%: 6 – 10 30%: 9th

- 10th

Legend:

NR - No

Response

15%: 41-50 10%: Mestrado 25%: 11+ 16%: 11th

- 12th

8%: 50+ 23%: All cycles

To facilitate analysis, questions from the Student and Teacher Questionnaires have been

grouped under the following categories:

Table #4: STUDENT/TEACHER QUESTIONNAIRES

CATEGORY QUESTIONS

STUDENT QUESTIONNAIRE TEACHER QUESTIONNAIRE

1a. The Importance of

Reading:

Q1. Do you think reading is

important? Q3a. Do you think

reading is important for academic

success? Q3b. Do you think

reading is important for students’

success outside of school?

46

Table #4 (continued): STUDENT/TEACHER QUESTIONNAIRES

CATEGORY QUESTIONS

STUDENT QUESTIONNAIRE TEACHER QUESTIONNAIRE

1b. Attitudes Towards

Reading:

Q1. Do you like to read?

Q5. Describes yourself as a

Reader

Q6a. Do you like to read?

c. Reading Habit:

Q2a. How often do you read?

Q3a. How often do people

read?

Q2a. How often do your students

read? Q2b. How often do they

read outside of the classroom?

Q6c. Teacher’s Reading

frequency

Q4a. Do you think Cape

Verdeans read enough?

Q4b. Should Cape Verdeans

read more?

Q3c. Do you think your students

read enough?

Q7a. Do you think Cape

Verdeans read enough?

Q7b. Should Cape Verdeans read

more?

d. Types of Reading

Materials:

Q2b. What types of reading

materials do you read?

Q3b. What types of materials

do people read?

Q4c. What should people

read more of?

Q7c. What should Cape Verdeans

read more of?

Q6d. What types of reading

materials do you read?

2. Reading Activities

Q6. How can you improve

your reading skills?

Q4c. What activities do you do to

encourage your students to read?

Q5. What extra-curricular reading

activities are available for your

students after class?

3. Reading Culture Q8a. Do you think Cape Verde

has a strong reading culture?

4a. Motivating People

to Read

Q7a. Are you motivated to

read? Q7b. If no, Why not?

4b. Motivating People

to Read Cont.

Q7c. Who motivates you to

read?

Q8b. Who is responsible to

promote reading?

Q4b. How do you motivate your

students to read?

5. Recommendations Q8.Final recommendations Q8c.What can be done to promote

reading?

47

Tables’ #5- #17 present data responses and analysis to the questions presented in Table

#4.

1a. Importance of Reading (Teachers´ Responses)

Table #5 - Importance of Reading

Q1. Do you think reading

is important? 100%: Yes

Q3a. Is reading important

for academic success?

Q3b. Is reading important

for success outside of

school? 97%: Yes 3%:NR 95%: Yes 2%: No 3%: NR

Reading helps ...

acquire knowledge

empower (opens doors)

connect people and

cultures (past and present)

encourage personal

growth and enjoyment

critical/analytical thinking

develop student´s ability

to organize their thoughts

Reading…

is the 1st step to succeed in

any language

assists in mental

development

strengthens students

academically

improves vocabulary,

grammar,& pronunciation

makes students better

informed

even outside the classroom,

students need to have a rich

background - and they get

it when they read

the more students read, the

more intelligent they in

society

reading encourages

students to understand and

interpret the world

Analysis: The responses highlight that:

Overwhelmingly, teachers feel that reading is important for the myriad benefits

that it brings. The teachers agree with Aldana who said that reading is not only a

source of pleasure, but also a source of power which enhances one´s capacity to

think critically (see p.8). Additionally, Jong stated that reading is not merely a

goal, but also an important tool in the development of the individual (see p.6).

1b. Attitudes towards Reading

Table #6 – Attitudes toward Reading

STUDENT TEACHER

Q1. Do you like to read? Why? Q6. Do you like to read?

79%: Yes 9%: No 12%: NR 85%: Yes 15% NR

Reading is…(ranked

highest to lowest)

I read to …(ranked

highest to lowest)

Reading… (ranked highest to lowest )

important

fun

increase general

knowledge

improves vocabulary

improves writing

educational

easy

increase

vocabulary and

word choice

gives satisfaction

enhances analytical thinking

enhance concentration

a hobby get specific

information

reduce stress

imparts knowledge

difficult improve my

spelling & writing

Improves writing

48

Analysis: Responses highlight that:

Both students and teachers have a positive attitude towards reading as so does the

general public (see p. 43);

Both students and teachers find reading important as well as fun/ stress reducer,

both citing similar academic benefits that reading brings. In summary, people who

have a positive attitude towards reading tend to recognize its benefits. Lewis and

Teale suggest that teachers should assess their student’s attitude towards reading in

order to further motivate them in class as well as in the community (see p.18).

1b. Attitudes toward Reading continued… (Student responses)

Table #7 - Attitudes towards Reading

Q5. Describe yourself as a reader

Data Comments Data Comments

52% I …

enjoy reading

read often,

make time to read

4% I …

do not enjoy reading,

do not read,

do not make time to read

35% (NR:

3%)

enjoy reading but don´t read

do not make time to read

6% do not enjoy reading

do not identify myself as a reader

do not know how to read

Analysis: The data demonstrates that:

All reader types appear to be present: unskilled, unmotivated, uncommitted,

dormant and avid readers (see Table# 2 on p.19), with a slight majority of the

students (52%) describing themselves as dormant readers (enjoy reading but

don’t read often). This results show us that it is not a question of been motivate

to read, but make the reader interest to read.

Only 10% of the student reported a negative attitude towards reading. According

to Beers, when students have a negative attitude towards reading it is the

teacher’s responsibility to motivate them and try to move them up the reading

continuum, towards becoming an avid reader (see p. 22).

1c. Reading Habit

Table #8 – Reading Habits

STUDENT RESPONSES PUBLIC SURVEY RESPONSES

Q3a. How often do people read? Q2. How often do you read?

Parents Friends General Public

20% All the time 17% All the time 15% Every day (All the time)

15% Very often 14% Very often

42% Sometimes 47% Sometimes 85% sometimes

16% Not at all 17% Not at all 0% Never (Not at All)

7% NR 5% NR

49

Analysis: The responses highlight that:

Students stated that people in general (their parents and friends) are infrequent

readers, which corresponds with what the general public said about themselves.

This data well represents the Cape Verdean reading habit. According to

researchers now a day, people are giving more attention to information via

technology, for example: watching TV instead of reading a good book.

According to Nalusiba, people need to read frequently in order for a reading habit

to be formed (see p.9).

Analysis: in comparing students and teachers responses about students reading habits:

Teacher’s responses are slightly higher than students, because in the teacher’s

perception students at least at school have the habit to read because they are

required to.

However, in their responses of how often students read outside of the classroom,

teachers demonstrate that students do not read outside of the classroom as much

as they read at school, because they see reading more as a school obligation

(Lima see p.23).

Table #9: Reading Habits continued:

STUDENT RESPONSES TEACHER RESPONSES

Q2a. How often do you (student) read? Q2a. How often do

your students read?

Q2b. How often do they

read outside of the

classroom? At School Outside

All the time - 18% All the time - 14% Every day - 23% Every day - 5%

Very often - 9% Very often - 12% Very often - 30% Very often - 15%

Sometimes -58% Sometimes - 51% Twice a week - 2% Twice a week - 25%

Not at all - 10% Not at all - 15% Once a week - 20% Once a week - 15

NR - 5% NR- 8% NR - 15% NR - 40%

50

Table #10 – Reading Habits (cont.)

STUDENT

TEACHER

Q4a. Do Cape Verdeans read enough?

NR: 4%

Q7a. Do Cape Verdeans read enough?

69%

: N

o

Cape Verdeans don’t read enough

because reading …

is not a cultural habit

is not seen as important

Cape Verdeans lack …

interest and motivation

vocabulary

Cape Verdeans are…

illiterate (most of them)

not very intellectual

watch TV instead or are busy

doing other things

85%

: N

o

Cape Verdeans don’t read enough

because they…

don’t have a strong reading

culture

don’t have a reading habit due to

lack of role models, e.g. parents)

are not aware of its importance

lack interest/motivation

are poor readers/lack skills

have limited access to libraries

and books

don´t know how to read

read only for academic purpose

Q4a. Do Cape Verdeans read enough?

NR: 4%

Q7a. Do Cape Verdeans read enough?

27%

:Yes

Cape Verdeans do read enough

because reading…

Cape Verde is a literate society

15%

: Y

es Cape Verdeans do read enough

because…

they appear to be well informed

that people can acquire only

through reading

Analysis: An overwhelming majority of the respondents agree that Cape Verdeans do not

have a strong reading habit. The analysis goes under the charts below.

The majority of students, teachers and the general public (see p.43) stated that

Cape Verdeans do not read enough;

The lack of a strong reading culture was attributed to poor reading habits and

skills. Jonsson and Olsson stress that for a reading culture to be possible, reading

must be part of all aspects of one´s life (see p.7). That is to say that Cape Verdeans

must incorporate reading into their daily routine.

Table #11 - Reading Habits

STUDENT

TEACHER

Q4b. Should Cape Verdeans read more?

91% Yes; 5%: No; 4%: NR

Q7b. Should Cape Verdeans read more?

100%: Yes

Because reading is/ helps…

Helps to develop our country

Helps students become more

successful in school

Because reading increases

literacy

one’s overall capacity

Cape Verdeans should read more in order to…

become better informed citizens

be academically successful

Cape Verdeans should read more because

reading…

helps them in every aspects of their personal

and professional life

51

Analysis: Respondents overwhelmingly reported that:

Cape Verdeans should read more and for the same reasons that Aldana referred

to: reading is important in one’s life (see p.8) See Table# 1 on p. 9 for reading

benefits.

1d. Types of Reading Materials

Table #12 - Types of Reading materials

Reading Materials

* Responses are priority ranked

Q2b: Materials

Read by

Students

Q6d:Materials

read by Teachers

Q3b: Materials read by

the General Public

(as reported by

students)

Q4c/Q7c: Materials Cape

Verdeans should read more of (as

reported by students and

Teachers)

STUDENT TEACHER STUDENT STUDENT/TEACHER

textbooks

comics

magazines

newspapers

novels

newspapers

text book

magazine

novels

human rights/

constitution

comics

newspaper

text book

magazine

comics

novels

adventure

newspapers

text books

magazines

The Bible

The Constitution

Novel

comics

Analysis: The same types of materials, although prioritized differently, were reported by

students and teachers. In addition,

Students and Teachers agree that textbooks support students’ performance.

The habit of students reading the newspapers is of a higher priority for teachers than

for students.

Both Students and Teachers stated that Cape Verdeans in general should read the

newspaper more to be better informed.

2. Reading Activities

Table #13 - Reading Activities

Student and Teacher responses were grouped in like-pairs as per similar questions.

Responses are priority ranked

Ways to improve reading skills in the classroom Ways to improve/encourage students to read

outside the classroom

Students suggested(Q6): Teachers suggested (Q4c) Students Suggested(Q6) Teachers suggested(Q5)

vocabulary exercises funny stories reading at home visits to the library

visits to the library games reading w/ friends games

reading groups reading groups reading in the park reading group

internet reading visits to the library

games

52

Analysis: responses hare their opinion about how to improve reading in/outside of the class.

They stated that:

Visiting the library is highest student´s priority while is teacher’s lowest

Reading at home was mentioned by students but not by teachers. (reading a

daily habit)

3. Reading Culture

Table #14 - Reading Culture

TEACHER RESPONSES Analysis: 95% of the Teachers categorically

stated that Cape Verde has a weak reading

culture. The same was reported by the general

public (see p. 43), students (see p. 52),

librarians, (see p. 57), and also writers (see p.

58).

Question Data

Q8a. Do you think Cape Verde has

a strong reading culture?

95%: No

5% NR

4a. Motivating People to Read

Table #15 – Motivating People to Read

STUDENT RESPONSES 69: Yes

20%: No

11%: NR

Analysis: The majority of students reported

that they are motivated to read. Q7a. Are you motivated to read?

Table #16 – Motivating People to Read (cont.)

Q7b. If not, Why not? Analysis: Beers said that when

people have a negative attitude

towards reading, reading is not

seen as a pleasurable activity

(see p.19).

Because I don’t… Because I am…

like to read not interested

think reading is important not motivated by my parents

identify myself as a reader too busy

have time/know how to read

4b. Motivating People to Read

Table #17 - Motivating People to Read

STUDENTS TEACHER

Q7c. Who motivates

you to read? Q8b. Who is responsible to promote reading?

(ranked from highest to lowest priority)

37% I (student) HOME SCHOOL SOCIETY

23% Teachers 56% Parents 38% Teacher 29% Media

19% Parents 38% Students 25% Students 24% National Government

5% Siblings 6% Sibblings 10% Administrators 20% Community

6% Colleagues 27% Librarian 14% Librarians

3% Librarians 13% Local Gov. Authorities

2% Neighbors

5% NR

53

Analysis: the responses categorically stated that:

Students reported that they themselves are their key motivational force followed by

teachers. Teachers stated the opposite. They stated that at school it is the teacher who

should take the lead in promoting reading followed by the students. Over half of

teachers further stated that at home, parents are responsible to promote reading and that

on the level of society, media, and government have an important role in reading

advocacy.

Kamal and Naseri agree that people need to be self-motivators. When readers

themselves feel motivated to read, they will see reading as an enjoyable activity and

become more inclined to read as often as they can (see p.15). Additionally, Nunes

highlight that people are not solely responsible; they need the supported of the three

learning spaces –home, school, and society. These are the places where attitude is

formed (see p.19). This is echoed in student responses to Q7c.

Nunes further points out that that parents, school, and media have a dynamic role in

encouraging reading through creating reading opportunities and spaces that will only

strengthen the reading culture (see p. 20).

Q8c. What can be done to promote reading? Teachers Recommended…

Parents can/should promote the culture of reading by…

teaching the importance of reading at home

encouraging their children to read a book each month

offering their children books for presents instead of toys (from an early age on)

creating personal libraries at home with interesting materials

giving children story time and reading to them during free time and at bed time

Teachers can promote the culture of reading by…

emphasize the importance of reading as a skill and motivating students to read (1 book p/week)

giving students in class more time to read materials that are fun and interesting

creating contextual textbooks and other reading materials according to students needs and reality

promoting reading games, songs (e.g. fill in the gap), reading homework

creating reading clubs and introducing new authors

Students should

read more

Librarians should…

promote workshops on reading and create reading games offering books as prizes

display fun reading books

promote workshop on reading

54

Media should promote the culture of reading by…

reinforcing the importance of reading through publicity on TV and internet and TV shows

influencing students through news reports and reading programs

creating websites with recommended books

Government should…

create educational policies that promote reading

donate books to schools and national libraries

reduce book prices

provide more local library services with projects to attract more and new readers

Community should promote…

reading clubs to make people aware of the importance of reading through public events

Q8. If you had the opportunity to share your thoughts on reading with others, what would

you say? Students wrote… I would tell everyone to read, because reading…

develops language skills, i.e. spelling and writing; increases vocabulary and general

knowledge

opens ones ideas about the world, and gets people more informed

I would tell them to…

practice reading everyday for fun and pleasure

visit libraries more often

motivate other people to read

55

4.3 Interviews

The following interviews were to find out opinions about Cape Verde’s Reading Culture.

4.3.1 Librarians

Table #18

Questions Librarian: Uni-CV- Palmarejo Librarian: Instituto Camões Librarian: Biblioteca Nacional

Q2. Is a Reading Culture important?

Why?

Yes! A reading culture develops

writing and critical thinking skills

Yes! A reading culture expands

one´s general knowledge

Yes! A reading culture opens

one’s mind

Q1. How would you characterize the

Cape Verdeans Reading Culture?

…a weak reading culture … a weak reading culture … a weak reading culture

Q3. How can Cape Verde’s Reading

Culture be improved?

Through…

reading history books and novels

written by Cape Verdeans writers

By…

promoting reading and

encouraging students to read

as early as primary school

By…

motivating people to read and

highlight important writers

Q4. What role does

Home/School/Society play in

increasing the reading culture?

they complement each other they should all promote

reading

focus on children’s reading

habits and find creative ways

to motivate them to read

Q5. What specific role can

libraries/librarians play? Librarians

should…

help readers develop a positive

attitude towards reading.

share information about new

CV authors and promote their

books.

provide the public with

interesting reading materials

to improve reading habits.

Q6. Additional Comments:

All three learning spaces should strengthen the culture of reading where at…

Home-

Parents need to be vigilant and acknowledge their role in promoting reading culture at home;

School-

Teachers should help their students by instructing them on how and what to read

Libraries/Society

Librarians should work more closely with the public and develop reading activities; and

Government should value writers by promoting their work and supporting books fair.

56

Analysis: The Interviewees had similar opinions about Cape Verde´s reading Culture

Librarians appear to be knowledgeable of their growing responsibility as

promoters of reading. They spoke of their responsibilities in promoting reading,

but not one spoke of an interest in helping students improve their reading skills.

4.3.2 Interview with Internationally Acclaimed Author, Issah Tikumah:

Table #18

Questions Comments

1. Characterize Cape Verde´s

Reading Culture.

The reading culture here is very weak. I always have problems

with my students to read before coming to class.

2. Is a Reading Culture

important?

Of course it is important! … On the internet I saw a bookshop in

the United Kingdom called “BETTER READ THAN DEAD”.

…If you don’t read you cannot be a successful person.

3. What are the conditions

necessary to increase one’s

reading culture?

When we talk about culture we talk about general attitudes (…)

and individual development. To improve one´s reading culture,

first, we need to understand the importance/benefits of reading.

Once you understand this, then a reading habit will be formed,

and you develop more of an interest in reading.

3a. What comes first, the desire

to read or reading materials?

Of course is the desire to read. If you don’t have the desire to

read how you will enjoy the reading materials?

4. What role can Home, School

and Society have in increasing

the reading culture?

Home – all the people at home have to be role models. If

children see all the people reading, they also will develop

tendencies for reading. Parents should also provide study time

and books for their children. School –similarly at school, there

should be reading time so that every student can go to the library

and explore the bookshelves. School authorities should institute

the means to encourage students to read. Society- is a system,

and the individual part of the system is family. So, if a good

reading habit is formed in the individual home, it will be

reflected on the level of society. Home, School, and Society

complement one another.

5 What impact can writers have

on increasing Cape Verde’s

Reading Culture?

Of course writers can make an impact, because without writers-

there is no reading. As a writer I make an impact on the Cape

Verdean reading culture by providing my students with

interesting reading materials. When someone reads a book that is

interesting, it motivates them to read more.

Analysis:

Professor Tikumah agrees with Humberto Lima, the general public, teachers, librarians

and high school students; they all state that Cape Verde has a weak reading culture. He is

optimistic that a stronger reading culture will be formed by strengthening people´s

reading habits and reinforcing the importance of reading and the benefits that it brings.

57

4.4 Summary:

The field research revealed the following major points:

Cape Verdeans have healthy attitudes towards reading, but a low reading habit,

and thus a low reading culture;

Cape Verdeans do not have enough access to reading materials and reading

spaces;

Motivating people to read more is the responsibility of all three learning spaces;

Through advocacy, Cape Verde´s reading culture can be increased by:

Creating campaigns to make people aware of the importance of reading;

Creating reading spaces at home, in school and communities; and

Providing Cape Verdeans with more reading materials at affordable

prices.

4.5 Recommendations:

Based on the field research analysis, I recommend the following:

Cape Verdean readers:

To promote reading, it must become a household word- integrated into one´s

daily routine;

Parents

Parents should set aside quality time for their children to practice reading at

home;

Parents should create home library space and include children’s books;

Teachers

Teachers must make students aware of the reasons why they should read and

become a model that represents a strong reading habit;

Schools should strengthen the school reading culture, by creating reading

campaigns to include: book club, book fairs, local, regional and national reading

competitions should be organized in schools and communities.

Government

The Cape Verdean government should officially manifest its support for a

stronger reading culture and promote this as one of its top priorities in its

educational policy;

58

Government and businesses should be involved in the promotion of a stronger

reading habit. This will only bring benefits to the economic sector. This can be

done by supporting new and young writers, distributing books to children in

general, and especially, those less fortunate, creating community libraries and

increasing the number of mobile libraries;

The Media should increase educational programming designed for diverse

reading groups (i.e. adults, parents, youth, children, professionals, homemakers)

should be a priority for public television and radio; and

Librarians should be more proactive in their library-school-community outreach.

59

5.0 Conclusion

Reading is fundamental for a flourishing society! And when reading is seen as

the key to literacy, people will read for the benefits that it brings. When people read

frequently, a reading habit is formed, and this habit is heavily influenced by motivation.

When people apply what they read to enhance themselves and their country, a reading

culture is present, and countries with strong reading cultures are those who are

welcomed into global markets and join the ranks of world leadership. However, with all

this being true, many people are not effective readers. There are many people

worldwide in general, and in Cape Verde specifically, who still must be motivated to

read, thus contributing to the strengthening of their country´s reading culture. But who

will motivate them? Will it be you or me? Who among us will advocate for reading?

Indeed, motivating people to read can be difficult task. Before starting this

research paper, I had difficulty in reading just about everything. I did not have patience

or the practice in spending hours reading. Even though I was a university student and

needed to read in order to complete academic assignments and test, frankly, I saw little

personal benefit in it. And then my attitude changed. The history of reading, sacrifices

made by many, and the consequences faced by many non-reading societies- doomed to

a life of mediocrity- birthed in me a non-negotiable reason to read. Reading would help

me develop as a student, teacher, and citizen of the world. To get to know myself better,

I need to read- the world.

Moreover, this research paper showed me the importance of the role of parents

and teachers and government in reading advocacy. Although my parents and high

school teachers did not play this role for me, I hope to be a strong advocate for reading

for my children, students and community. This should not only create future readers,

but future writers! If we all do our part, the reading culture in Cape Verde will grow to

and Cape Verde will become a strong reading nation. Inshallah!

The effects of reading on a society, specifically the Cape Verdean society needs

more attention in terms of research. I suggest that further research be done on the

following topics:

1. The co-existence of oral and reading societies and their mutual benefits; and

2. The role of school libraries/librarians in motivating students to read.

In order to achieve a total national consciousness of the value and benefits of

reading, all stakeholders in the reading chain which include writers, publishers,

60

booksellers, the media, teachers at all levels, librarians, civil societies, community based

organizations, governments at all levels must support and participate actively in reading

advocacy. Some keen examples of making reading a household word include:

1. Prime Minister (as a public figure) can use the media and make commercial

by informing and encouraging the national citizens about the magnitude of

creating and developing the habit for reading.

2. Batuko- since Batuko has been a voice of the people and the barometer of

changing trends bringing awareness through traditional songs to the

mainstream of people, young or old, educated or not. Batuko singers can use

their rhythm to call attention of the importance of reading for the Cape

Verdean society.

3. Local-national reading contests- schools and libraries can develop reading

competitions among students and/or the general population where the winner

can win kits with books of different genres.

My final thoughts echo the cry for advocacy. Let us get the citizens of Cape Verde

to read. It is all of us, individual, parents, teachers, the government, and media, who are

responsible to make the future generation aware of the need to read for personal

development, advancement in competitive sectors, and for connection to the global

society. A developing nation is one that reads. Reading is indeed fundamental!

61

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7.0 APPENDIX

69

7.1 Capeverdean Reading Culture Survey

Demographic Information

Sex: M___ F___ Age: 18-20 ____ 20-34 ____ 35- 49 ____ 50+ _____

Highest Grade level: University ____ High School ___ Primary School _____

QUESTIONS

Q1. Do you like to read? __Yes ___No

___ newspaper ___ magazines ___ bible ___

manuals ___ books

Q4. What would help you read more?

___ less expensive reading materials

___ more interesting reading materials

___ more motivation from: __ home __school __

govern

___ more access to reading materials

___ more reading materials in Creole

___ more places to read

Q2. How often do you read

___ every day ___ sometimes ____ never

Q5. Does Cape Verde have a strong or weak reading

culture?

Q3. Do you think Cape Verdeans read

enough? ___ Yes ____ No

Q6. Who is responsible to strengthen Cape Verde’s

Reading Culture?__ I am __parents __teachers

__librarians __government leaders __other

7.2 Capeverdean Reading Culture Survey (Portuguese Version)

Informação Demográfica

Sexo: M___ F___ Idade: 18-20 ____ 20-34 ____ 35- 49 ____ 50+ _____

Habitação: Universidade ____ Secundária ___ Primária _____

PERGUNTAS:

1. Gostas de ler? __ Sim __ Não

Materiais de Leitura:

__ Jornal

__Revistas

__Biblia

__Manuais

__Livros

__outros: _______________________

4. O que te ajudaria a ler mais?

__mais acesso a materiais de leitura

__materiais de leitura mais barato

__ mais materiais de leitura em Crioulo

__ materiais de leitura mais interessante

__ mais lugar para ler: ex.

__mais motivação da (o):

__ casa __escola __governo

__livrarias __ cafés __ outros

2. Quantas vezes lês? ___todos os dias

___ às vezes ___ nunca

5. Os Cabo-Verdianos têm uma forte / fraca Cultura

de leitura?

3. Achas que os Cabo-Verdianos leem o

suficiente? __Sim __ Não

6. Quem é responsável pelo desenvolvimento da

cultura de leitura em Cabo Verde?

__ Eu sou __ pais __ professores __bibliotecários

__lideres governamentais __outro

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7.3 Student Questionnaire

1. Do you like to read? __Yes __No Why?

Reading is … I read for the following purposes:

__ fun __ increases my general knowledge

__ important __ provides specific information

__ necessary __ improves spelling

__ educational __ increase vocabulary/word choice

__ a hobby __ improves writing skills

__ easy __ All of the above

__ difficult __ other: _____________________________________

__ Other: ____________________________________________________________

2a. How often do you read? 2b. What type of materials do you read?

At school? Outside of the class? ___ newspaper ___ text book

___ all the time ___ all the time ___ magazine ___ novels

___ sometimes ___ sometimes ___ comic ___ adventure

___ not at all ___ not at all ___ other: ______

________________ ___ very often ___ very often

3a. How often do people read? 3b. What type of materials do they read?

My parents My friends ___ newspaper ___ text book

___ all the time ___ all the time ___magazine ___ novels

___ sometimes ___sometimes ___ comic ___ adventure

___ not at all ___ not at all ___ other:______

______________ ___ very often ___ very often

4a. Do you think Cape

Verdeans read enough?

__ Yes __ No

4b. Should Cape Verdeans

read more? ___Yes ___ No

4c. What should they read

more of?

Why?__________________

_______________________

_______________________

Why?___________________

________________________

_______________________

__ newspapers

__magazines

__comics

__text book

__adventure

__ novels

___ other:

Demographic Information

Sex: ___M ___F Grades

Age: ___ 14 - 16

___ 16 - 17

___ 18 +

___1st cycle (7

th and 8

th)

___ 2nd

cycle (9th

and 10th

)

___ 3rd

cycle (11th

and 12th

)

___ Other: ___ years before high school

This questionnaire has been formulated to investigate attitudes and practices concerning reading in

the EFL classroom. Responses will be tallied and presented in my thesis paper entitled:

“Developing the Culture of Reading: Reflections on Cape Verde’s Reading Culture”. Please read

the following questions and respond to them in an honest and thorough manner.

Thank you for your Cooperation and Support!

71

5. Describe yourself as a reader. Choose one only.

____ I enjoy reading, read often, and make time to read

____ I enjoy reading but I do not read often and do not make time to read

____ I do not enjoy reading, I do not read, and do not make time to read

____ I do not enjoy reading, and I do not identified myself as a reader

____ I do not know how to read, I do not read often unless it is to practice skills and I

do not make time for reading

6. How can you improve your reading skills?

At School? Outside of the class?

___ reading Group

___reading games

___ vocabulary exercises

___ visits to the library

___ reading on internet

___ vocabulary exercise

___others: ___________________________

___ reading at home

___ reading with friends

___ reading at the park

7a Are you motivated to read?

___ Yes ___ No

7c. Who motivates you to read and how?

Who How

7b. If no, why not?

___ I (myself) ______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

___ Teacher

___Librarian

___Colleagues

___Brothers/Sisters

___ Parents

___ Neighbors

8. Final recommendations. If you had the opportunity to share your thoughts on reading

with others (colleagues, family, neighbors, teachers, government officials), what would

you say to them?

_____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Thank You!

72

7.4 Student Questionnaire (Portuguese Version)

Informação Demográfica

Sexo: __ M __F Classes

Idade: ___12 - 14

___ 15 -17

___ 18+

__ 1º Ciclo (7º e 8º)

__ 2º Ciclo (9º e 10º)

__3º Ciclo (11º e 12º)

__outro: ________________

1. Gostas de Ler? ___ Sim ___ Não Porquê?

Ler é … Eu leio com o objetivo de…

___ Divertido ___ Desenvolver o conhecimento geral

___ Importante ___ Fornecer informação específica

___ Necessário ___ Melhorar a ortografia

___ Educacional ___ Aumentar o vocabulário

___ Um passatempo ___ Melhorar a escrita

___ Fácil ___todos acima referidos

___Difícil ___outro: _______________________

___ Outro:_____________________________________________________________

2a. Quantas vezes leem? 2b. Que tipo de material lês?

Na escola? Fora da aula? ___ Jornais ___ Textos

___ muitas vezes ___ muitas vezes ___ Revistas ___ Romances

___ as vezes ___ as vezes ___ Bandas

desenhada

___ Aventuras

___ muito frequente ___ muito frequente ___outro:_______

_______________ ___ raramente ___raramente

3a. Quantas vezes estas pessoas leem: 3b. Que tipo de materiais eles leem?

Pais Amigos (as) ___ Jornais ___ Textos

___ muitas vezes ___ muitas vezes ___ Revistas ___ Romances

___ as vezes ___ as vezes __Banda

desenhada

___ Aventuras

___ muito frequente ___ muito frequente ___outro:_________

___raramente ___raramente

4a. Achas que os Cabo-

verdianos leem o suficiente?

__ Sim __ Não

4b. Os Cabo-verdianos

deveriam ler mais?

__Sim __Não

4c. O que é que eles

deveriam ler mais?

Porquê? _________________

________________________

________________________

Porquê?______________

____________________

____________________

__ Jornais

__ Revistas

__ BD

__ Textos

__Romance

_Aventuras

Este questionário foi formulado para investigar atitudes e prática relacionada a Leitura nas salas

de aulas da língua Inglesa. As respostas serão apresentadas no meu Projeto titulado: “Desenvolver

a Cultura de Leitura: Reflexão na Cultura de Leitura dos Cabo-verdianos”. Por favor lê as

seguintes perguntas e responde de forma clara e objetiva.

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5. Descreve - te como um leitor. Escolha apenas um.

__ Eu gosto de ler, leio muito, e arranjo tempo para ler.

__ Eu gosto de ler mas eu não leio muito frequente e não arranjo tempo para ler.

__ Eu não gosto de ler, não leio, e não arranjo tempo para ler.

__ Eu não gosto de ler, e não me identifico como um leitor.

__ Eu não sei ler, eu não leio frequente a não ser para praticar, e não arranjo tempo para

ler.

6. Como podes melhorar as tuas habilidades de leitura?

Na escola Fora da aula

__ Leitura em grupo

__ Jogos de leitura

__ Exercícios de vocabulários

__ Visitas a bibliotecas

__ Leitura na internet

__outros:________________________

__ Leitura em casa

__ Leitura com amigos

__Leitura na praça

__ Outros:____________________________

_____________________________________

7 a. Estás motivado para ler?

__ Sim __ Não

7c.Quem o (a) motiva a ler e Como?

7b. Se não, Porquê não? Quem? Como?

__ Eu _________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

__ Professor (a)

__ Bibliotecário

__ Colegas

__ Irmão (a)

__ Pais

__ Vizinhos

8. Recomendações finais: Se tivesses uma oportunidade de partilhar o seu conhecimento

sobre a leitura com os outros (colegas, família, vizinhos, professores, oficias do

governo), o que recomendarias?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Obrigado (a)!

74

7.5 High School Teacher’s Questionnaire

DEMOGRAPHIC INFORMATION

Sex: ___ M ___ F EFL

Experience

Level of Education EFL Grades Taught

Age: ___ 20 – 30

___ 31 - 40

___ 41- 50

___ 50 +

___ 1 – 5 year

___ 6– 10 year

___ 11+

___ Bacharel degree

___Licenciatura degree

___ Master degree

___ PhD ___ Other:

___1st cycle (7

th and 8

th)

___ 2nd

cycle (9th

and 10th

)

___ 3rd

cycle (11th

and 12th

)

___ Other: ___________

1. Do you think Reading is important? __Yes __No

Why? _______________________________________________________________

2a. How often do

your students read in

class?

2b. To your knowledge, how

often do your students read

outside of the classroom?

2b. What type of materials do they

read?

___ once a week ___ once a week ___ newspapers ___ manuals

___ twice a week ___ twice a week ___ magazines ___ novels

___ every day ___ every day ___ comics ___ other:_______

___ very often ___ very often ___ text books _______________

___ handouts _______________

3. 3a. Do you think reading is

important for academic

success? ___Yes ___No

4. 3b. Do you think reading is

important for students’ success

outside of school ___Yes ___ No

3c. Do you think your

students read enough?

___Yes ___No

Please explain: Please explain: Please explain:

4a. Are your students

motivated to read?

___Yes ___No

4b. How do you motivate your

students to read?

4c. What activities do you

do to encourage your

students to read?

Why?_____________

__________________

_____________________

_____________________

_____________________

____________________

___ talk about important book

___ reading group

___reading games

___ individual reading

___ famous books

___ other: ___________________

___ games

___ reading group

___ through funny stories

___ reading in the library

___ other:______________

_______________________

5. What extra-curricular reading activities are available for your students after class?

___ reading group __reading games __visits to the library ___other: __

This questionnaire has been formulated to investigate attitudes and practices concerning reading in the

EFL classroom. Responses will be tallied and presented in my thesis paper entitled: “Developing the

Culture of Reading: Reflections on Cape Verde’s Reading Culture”. Please read the following questions

and respond to them in an honest and thorough manner. Thank you for your Cooperation and Support!

75

6a. __I like to read __ I don’t like to read

6b. Purposes 6c. Frequency 6d. Materials 6e. Benefits

__ All of the below

__ None of the below

___ all the time

___ very often

___ newspapers

___ magazines

__ Enhance concentration

__ reduce stress

__ for professional purposes

__ for academic purposes

___ often

___ usually

___ handouts

___ text books

___ comics

__ give satisfaction

__ enhances analytical

thinking

__ for recreational purposes

__ for enjoyment/pleasure

___ sometimes

___ seldom

___ novels

___ adventure

__improve vocabulary

__improve writing

__ to gain general knowledge

__ for specific information

__ rarely

__ never

___ constitution

___ human right

__imparts knowledge

__Improve writing

__ to increase my vocabulary

__ to improve my writing skills

___ other: ___ ___ other: ____ ___ other: _____________

___ other: _________________

7a. In general, do you think

Cape Verdeans read enough?

___ Yes ___ No

7b. Should Cape Verdeans

read more?

___Yes ___ No

7c. What should they read

more of?

Why?__________________

_______________________

_______________________

_______________________

Why?___________________

________________________

________________________

________________________

__ newspapers

__magazines

__comics

__text books

__ bible

__ constitution

__novels

__ adventures

___ other:

__________

__________

8a. Do you think Cape Verde has a strong reading culture? ___ Yes ___ No If not,

who is responsible to promote reading and how can this be done?

8b. Who is responsible? 8c. What can be done to promote reading? (Recommendations)

Home __ YOU

__ parents

__ siblings

__ others

School __ All of the below

__ None of the below

__ students

__ teachers

__ administrators

__ librarians

__ other: ___

Society __ community

__ local authorities

__ librarians

__ media

__ government

__ others_________

76

7.6 Interview with Librarians: Transcript

Katia: Q1. How would you characterize the Cape Verdeans Reading Culture? Is it

strong or weak?

Librarian’s answers: Librarian 1 – Cape Verde has a weak reading culture.

Librarian 2 - Cape Verde has a weak reading culture.

Librarian 3 - Cape Verde has a weak reading culture.

Katia: Q2. Is a Reading Culture important? Why?

Librarian’s answers: Librarian 1- Yes, because reading culture develops writing skills,

and Critical thinking skills

Librarian 2- Yes, because reading culture allows people to expend general knowledge

Librarian 3 –Yes, because reading culture opens one’s mind

Katia: Q3. How can Cape Verde’s Reading Culture be improved?

Librarian’s answers – Librarian 1-Through reading history books and novels written

by Cape Verdeans writes.

Librarian 2 - By encourage the culture of reading since primary school and show people

the importance of reading.

Librarian 3- By motivating people to read and highlight importance of writers

Katia: Q4. What role does Home/School/ Society play in increasing the reading

culture?

Librarian’s answers: Librarian 1 – they complement each other

Librarian 2 – they should promote the reading culture

Librarian 3 – focus on children’s reading habits and find creative ways to motivate them

to read.

Katia: Q5. What specific role can libraries/librarians play? Librarians should…

Librarian’s answers: Librarian 1- helps readers develop a pleasant and positive

attitude towards reading.

Librarian 2 – share with the public information about new and promising writers and

promotes their work in order to attract people to the library.

77

Librarian 3 – provide the public with interesting reading materials, as a result reading

habits will improve.

Katia: Q6. Additional Comments:

Librarian’s answers: in general, all three learning spaces should strengthen the culture

of reading. Parents need to be vigilant and acknowledge their role in promoting reading

culture at home; teachers should help their students by instructing them on how and

what to read, and librarians should work more closely with the public and develop

reading activities; and government should value writers by promoting their work and

supporting books fair.

78

7.7 Interview with Librarians: Transcript (Portuguese Version)

Katia: Q1. Como é que carateriza a cultura de leitura dos Cabo Verdianos? É forte

ou fraca?

Respostas dos bibliotecários: Bibliotecário 1, 2, 3 – Cabo Verde tem uma fraca cultura

de leitura.

Katia: Q2. A cultura de leitura é importante? Porquê?

Respostas dos bibliotecários: Bibliotecário 1- Sim, porque a cultura de leitura melhora

a escrita e a capacidade de pensar mais criticamente.

Bibliotecário 2- Sim, porque a cultura de leitura permite às pessoas expandir o seu

conhecimento geral.

Bibliotecário 3 – Sim, porque a cultura de leitura abre a mente das pessoas.

Katia: Q3. Como é que cultura da leitura do Cabo Verdianos pode ser melhorada?

Respostas dos bibliotecários – Bibliotecário 1-Através da leitura de livros de história e

romances escritos por escritores Cabo Verdianos.

Bibliotecário 2 – Incentivando a cultura de leitura desde da Escola Primária e mostrando

às pessoas a importância da leitura.

Bibliotecário 3- Motivar pessoas a ler, bem como mostrá-las a importância dos

escritores para a promoção da cultura de leitura.

Katia: Q4. Que papel desempenha a Casa/Escola/Sociedade na promoção da

cultura de leitura?

Respostas dos bibliotecários: Bibliotecário 1 – eles complementam uns aos outros

Bibliotecário 2 – eles devem promover mais a cultura de leitura

Bibliotecário 3 – elas devem focar mais nos hábitos de leitura das crianças e encontrar

formas criativas de motivá-las a ler mais.

Katia: Q5. Que papéis específicos podem desempenhar as bibliotecas e os

bibliotecários? Os bibliotecários devem…

Respostas dos bibliotecários: Bibliotecário 1- ajudar os leitores a desenvolver uma

atitude mais positiva em relação à leitura.

79

Bibliotecário 2 – partilhar com o público informações sobre novos escritores bem como

seus trabalhos de maneira a atrair mais pessoas à biblioteca.

Bibliotecário 3 – dar ao público material de leitura mais interessante, e como

consequência o hábito de leitura irá melhorar.

Katia: Q6. Comentários Adicionais:

Respostas dos bibliotecários: Em geral, todos os três espaços de aprendizagem devem

fortalecer a cultura de leitura. Os pais precisam ser mais vigilantes e assim remeter ao

seu papel de promover a cultura de leitura em casa; os professores devem ajudar os seus

alunos instruindo-os de como e do que ler, e os bibliotecários devem trabalhar mais de

perto com o público e desenvolver atividades de leitura; e o governo deve valorizar mais

os escritores nacionais, impulsionando os seus trabalhos e apoiando feiras de livros.

80

7.8 Interview with Professor Issah Tikumah: Transcript

Katia: Q1. How would you characterize Cape Verde’s Reading Culture? Is it strong or

weak?

Prof. Tikumah: Actually as a literature professor, my own experience can tell that a

reading culture here is very weak, because I always have problems with my students to

read before coming to class. In literature we have to read books and analyzed them, read

novels and analyzed them. Students who don’t want to read cannot be successful

literature student. The students here never want to read; sometimes I would have to use

the policy of - Don’t read, don’t come to class!

Katia: Q2. Is a Reading Culture important?

Prof. Tikumah: Of course it is important. I was looking in the internet and I saw the

name of a bookshop in United Kingdom, the name is BETTER READ THAN DEAD, is

means that someone who doesn’t read is like a dead person, nothing come more

important than read, if you don’t read you cannot be a successful person. You don’t

know how to reach your intellectual faculties…you have to read and discover so that

you can make progress.

Katia: Q3a. What are the conditions necessary to increase one’s reading culture?

Prof. Tikumah: When we talk about culture we talk about general attitudes in

community, we talk about individual developments. To improve one´s reading culture,

first what we need to do is to understand the importance of reading, the benefits of

reading; you have to learn that, we have to discovery that not reading is similar to died.

Once you understand that then the reading habit will be formed, because when you start

reading habit is formed, and you develop more and more interest in reading. You

acquire more vocabulary to help you read more effectively and faster, it’s a result of all

that. Your interest in reading grows continuously.

Katia: Q3b. What comes first the desire to read? Or reading material?

Prof. Tikumah: Of course is the desire to read. If you don’t have the desire to read how

you will enjoy the reading materials.

81

Katia: Q4. What role can Home/School/Society have in increasing the reading culture?

Prof. Tikumah: Home – all the people at home have to be role models. If children see

all the people reading they also will develop tendencies for reading; and besides parents

or guidance’s should provides necessary incentives including reading materials, creating

time for students because we see some parents who take up all the time of that children,

in domestic duty that students don’t even have time to study. So parents should provide

students time to study, they should make sure that the students have books they need,

the facilities they need to read, all this things.

School –similarly at school, there should be reading time so that every student has time

to go to the library and explore the bookshelves and read. School authorities should

institute the means to encourage students to read.

Society- is a system, and the individual part of the system is family. So, if a good

reading habit is formed in the individual home, it will be reflected on the level of

society. If there is no reading habit in an individual´s home, you cannot have a reading

culture because it will be like trying to have an effective machine, like this camera,

when the main parts do not function well. Home, School, and Society complement one

another.

Katia: Q5. What impact can writers (like you) have on increasing Cape Verde’s

Reading Culture?

Prof. Tikumah: Of course writers can make an impact, because without writers- there

is no reading. We have to write. As a writer I make an impact on the Cape Verdean

reading culture by providing my students with interesting reading materials. When

someone reads one book that is interesting, it motivates them to read more.

Katia: Thank you Professor!

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7.9 Strategies to Increase Reading Motivation

To help motivates readers, focus on strategies that will help spark their interest

and increase their self-esteem. Below some interesting reading materials to increase

reading motivation and encourage readers to get into books. Activities such as…

Book Bingo - motivate students to read a variety of books by playing “Book

Bingo”. Teachers need to give each student a blank bingo board and have them fill in

the squares with some of the suggested phrases: I read a mystery book, I read a funny

book, I read a biography, I read an animal story, or I read a book about friendship.

Students can also fill in the blanks with “I read a book by…”, or “I read a book

about…” Once they have their bingo board labeled, explain to them that in order to

cross off a square, they must have met the reading challenge that was written. Once the

student gets bingo, reward them with a classroom privilege or a new book.

Read and Review – a great way to make a reluctant reader fell special, and

motivate them t want to read, is by asking them to review a new book for the class

library. Have students write a brief description of the plot, main characters, and

characters, and what he/she thought of the book. Then have the student share his/her

review with their classmates.

Thematic Book Bags – a fun way for younger students to increase their reading

motivation is to create a thematic book bag. Each week, select five students to be

chosen to take home a book bag and complete the assignment that’s in the bag. Inside

each bag, place a book with theme-related contents in it. Once the student returns the

book bag have them share their review and activity that they completed at home.

Lunch Bunch – each week select up to five students to participate in a special reading

group. This entire group must read the same book, and on a determined day, the group

will meet for lunch to discuss the book and share what they thought about it.

83

7.10 How does Reading help you?

84

7.11 Tips for Promoting Reading and Literacy

In Out-of-School Time Programs for Children Ages 5-12

You don’t have to be a literacy expert to help children develop reading, writing and

communication skills all part of literacy. Following are some simple ideas for

promoting reading and literacy that can be implemented in any out-of-school time

program.

Create a Print-Rich Environment: Make books a prominent part of your

environment. Solicit book donations from families of children in the program, local

businesses and booksellers. Develop a diverse book collection and rotate the books that

are set out on a regular basis. Include plenty of simple books for new readers. Pop-up

books can help younger children get interested in books. Children are also fascinated

by “How things Work” books and books on favorite topics such as cars, airplanes,

planets, and animals. Magazines with colorful pictures such as National Geographic

are also a big hit. Include classic children’s literature and books that emphasize

development of positive character traits. Create a cozy, inviting reading corner with

bookshelves, beanbag chairs, a rug, and pillows.

Set Aside a Reading Time: Set aside a regular time period every day or on certain days

of the week when children read on their own or to each other. Let children see staff

reading their own books during this time.

Read Aloud: Have children help you select books to read aloud to the group. Be

sure to include multicultural books. Books with chapters work well for older

children so that you finish one chapter each time you read. Younger children

generally like stories that can be read in one session. Be sure that readers read with

animation and enthusiasm. Young children especially like it when a reader changes

voices for different characters.

Create Plays or Skits from Favorite Books: Have children work in small groups to

create a play from a book they have read. Plays can be very simple, put together in an

hour or so or they can also be elaborate, week- or month-long projects, complete with

scripts and costumes.

Assign “Reading Buddies”: Have older and younger children read to each other on a

regular basis. Give older children simple training about appropriate “reading coach”

techniques.

85

Keep Journals: Give each child a small notebook and set aside a few minutes each

day for them to write and/or draw. Encourage children to write about thoughts and

feelings as well as events of the day. Help children get started by giving them a

question to answer such as: What is the best thing that happened to you today? If you

could go back and do last week all over again, what would you do differently? Assign

a staff person to regularly respond to journals through individual conversations with

children or comments in their journal. Younger children can draw pictures in their

journals and explain their drawings to staff. Drawing helps children express themselves

on paper and prepare for writing.

Start a Newsletter/Newspaper: Have children write a regular newsletter about

past and future neighborhood and/or program activities. They can include opinion

columns, photos, and interviews.

Write Stories: Have children make up and write out stories. Encourage them to draw

illustrations for their stories and create storybooks. Children can work individually or

in small groups. Use computer word processing programs if available.

Read Instructions: Ask children to read instructions for games, computer software,

crafts, etc.

Engage Children in Conversation: Encourage staff to talk actively with children, to

ask them questions about school, hobbies, and family life. Snack, recreation and

transition time can be an especially opportune time for these conversations. As staff ask

questions and listen attentively to answers, children can learn to organize their thoughts,

present clear answers, and enjoy conversation. Research shows that interactive

conversation is very important to developing literacy and reading skills.

86

7.12 Reading Campaign

Reading Campaign - High School and Post-Secondary Working Group

Condensed Report (Please see Full Report for more Context, Resources, and for

Information about Individual Programs)

Vision of the Ideal for this Working Group

A national reading campaign that aims to foster positive reading environments in high

schools, colleges, universities, libraries and in communities and individual homes; that

recognizes and celebrates new forms and formats of reading; that engages in

collaboration with interested partners; that provides strategies and programming for

teenagers and adults; that aims to reduce access barriers to reading materials and

reading forums; and that envisions a nation where all forms of literature are read,

discussed, created and incorporated into daily life.

Current Situation

While the Canadian Heritage Survey Reading and Buying Books for Pleasure (2005)

claims high reading rates among Canadians, the number of books read per Canadian per

year is declining. The group is also concerned that several studies have identified a

decline of reading practice at age 13-14, particularly for boys. However, young people

whose pleasure reading is embedded with social contexts identify themselves as

enjoying reading more, and extra-curricular reading clubs have a positive effect on

reading frequency and reading ability.

Writers-in-the-schools programs help bring students and teachers in contact with local

and regional writers. Reading and Writing Camps for Teens (i.e. Alberta inkpulse),

literary festival touring programs (i.e. IFOA touring programs), and university courses

such as Canadian Writers in Person (York University), also help bring students and

teachers in contact with writers, reading materials and promote engagement in literary

social and educational activities. Websites, such as Resource Links, a resource that

selects adult Canadian titles with potential appeal for strong teenage readers, TeenRC.ca

year-long, national book club developed by librarians for Canadian teens, and

Bookurious from Random House of Canada, help youth choose reading materials.

Summer reading clubs, such as TD Summer Reading Club, also help encourage reading

over the summer. Challenges, contests, and group reading initiatives, such as CBC

87

Canada Reads, One City One Book, and other campaigns encourage the reading of

Canadian literature through group engagement.

Suggestions Arising Out of Best Practices

Drop everything and Read Program (the Nova Scotia once-a-year program) could be

encouraged nationally and daily in schools and more frequently in communities.

Encourage faculties of education to offer a variety of credit courses in reading and

writing, so that teachers are more prepared to implement positive reading and writing

environments in their schools.

Encourage educators to implement innovative curricula that allow students to actively

engage with their reading materials (i.e. developing a class Coles Notes version of a

contemporary Canadian novel; production of radio or internet blogs, reviews, discussion

groups).

Involve more students in literary festivals, book clubs, and other reading and writing

initiatives (provide more avenues for the communication of these programs and

opportunities available to students for participation). For instance, involve more

students in Forest of Trees Programs, especially the White Pine Awards (young adult

literature).

We should encourage literary equivalents to school science fairs. Students should be

encouraged to help facilitate the programming as well (see L3 Writers Conference,

Barrie Ontario).

Encourage involvement in national reading events, such as CBC Canada Reads,

Freedom to Read Week, Canada Book Week, One City One Book, etc.

More schools should be aware of how to access writers-in-the-schools programs (these

are, for the most part, provincial programs) and should be encouraged to involve literary

writers in school subjects other than English literature (i.e. biology, cultural studies,

physics), depending on the interdisciplinary nature of their works and multiple genres

(novels, poetry, plays, graphic novels and more).

Offer free access, where possible, to literary events, particularly to teenagers and youth,

as well as to rural areas.

Offer book certificates as prizes in schools.

Encourage the development of more Reading and Writing Camps for teens.

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Encourage the development of a Canadian Writers in Person credit undergraduate

course at every Canadian university (see York University’s model).

Encourage the development of more online book clubs, blogs, review cites, targeted to

specific demographics (i.e. teenage boys, university students, adult readers).

Encourage more reading challenges and contests to create excitement and engagement

and reward around reading. And encourage more effective communication about these

challenges and contests and other reading programs.

Encourage the acknowledgement of new media and other forms of written text to be

included under the definition of “reading”.

Encourage new literary initiatives specifically for teenage boys. Also, identify and

include teenage boy reading models and reading advocates in this campaign (i.e.

YALSA, Patrick Jones and Eric Walters).

Encourage workshops for parents of teenagers to identify strategies to encourage

reading and writing at home, in the schools and in the community.

Gaps in Services

Funding Issues: Some writers-in-the-schools programs have suffered drastic cuts to

programming in the last several years (i.e. Manitoba Writers Guild). Others complain

that they can only meet a fraction of the demand for services (Prince Edward Island

Writers Guild can only meet 20% of demand). The successful TeenRC.ca needs a

financial sponsor to keep this program running.

Many literary programs appeal more to women than to men, more to teenage girls than

to teenage boys. We need, urgently to address this gap, and provide programming that

meets the needs of diverse communities.

Communication about services and programs that already exist needs to be vastly

improved, especially to communities that have historically been unable to benefit from

such programming.

Research Needs

We need more research to back claims for long-term effects of teaching more reading

and writing skills and fostering positive reading environments. We also need more

research on the relationship between reading and internet use, and on multitasking as it

helps or hinders productivity of a single task (reading studies show an increase of using

other media while reading).

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Who is Responsible for Achieving the Vision?

The success of the working group vision depends on the positive and effective

collaboration of a number of organizations: government, writers groups, literary festival

organizers, educators, libraries, publishers and others. Effective communication

between groups, as well as effective communication outreach will be crucial for a

successful campaign and for the continued growth of reading communities (in person

and online).

Selected Research Resources & Links (full list can be found in Complete Working

Group Report)

Forest of Trees Program (White Pine Awards)

http://www.accessola.com/forest2010/

Inkpulse

http://www.writersunion.ca/rd_main.asp

L3 Writers Conference

www.l3writers.ca

IFOA (Young IFOA Program)

http://www.readings.org/?q=all_ages

Resource Links

http://www.ualberta.ca/~mmackey/Adult_Canadian_Books_2010.pdf

TeenRC

TeenRC.ca

Bookurious

Bookurious.com

WrestleMania Reading Challenge

WrestleMania Reading Challenge

Teen Author Week

Teen Author Week

Catherine Ross, Lynne McKechnie and Paulette Rothbauer

Reading Matters: What the Research Reveals about Reading, Libraries, and

Community (Libraries Unlimited, 2006)

Stephen Krashen

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The Power of Reading: Insights from the Research (Pearson Education Canada,

2nd edition, 2004)

Rachel van Riel, Fowler and Downes

The Reader-Friendly Library Service (Society of Chief Librarians, 2008)

Createc. Reading and buying books for pleasure: 2005 national survey. Ottawa:

Canadian Heritage (2005).

Love, K., & Hamston, J. Committed and reluctant male teenage readers: Beyond

bedtime stories. Journal of Literacy Research (2004).

http://findarticles.com/p/articles/mi_qa3785/is_200410/ai_n11826114/pg_1

National Endowment for the Arts. To read or not to read: A question of national

consequence. No. Research Report #47 (2007).Washington, DC: National Endowment

for the Arts.

http://www.nea.gov/news/news07/TRNR.html

National Endowment for the Arts. Reading at risk: A survey of literary reading in

America. National Endowment for the Arts (2004).

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.

jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED484208&ERICExtSearc

h_SearchType_0=no&accno=ED484208

OECD’s Programme for International Student Assessment (PISA),

2003 International Literacy and Life Skills Survey (IALLS)

International Survey of Reading Skills Project Teen Canada

Reginald W. Bibby and Vivian Howard

“Teens and pleasure reading: A critical assessment from Nova Scotia”

Forest of Reading Program

TD Summer Reading Club

Halifax Public Libraries Teen Read Week

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YALSA

Patrick Jones

Eric Walters

Sanford, Kathy; Madill, Leanna.

Understanding the Power of New Literacies Through Video Game Play and

Design, Canadian Journal of Education. 01 Jan.

2007: 432. eLibrary. Web. 10 Nov. 2010.