PIRLS 2011 Assessment Framework - Proj AVI

interest is the hallmark of lifelong reading. Children should readfrequently and for different purposes (Duke, 2004). Thus, childrenmay choose to spend their out-of-school time reading books ormagazines, looking up information on the Internet, or going to alocal library to read or take out books (Shapiro & Whitney, 1997).Independent reading and discussing reading can be an integralpart of the ongoing activities in the home. Children’s parents andcaregivers can encourage them to strike a balance between timespent on literacy-related activities and time spent on perhapsless enriching pastimes such as playing video games or watchingexcessive amounts of television (National Reading Panel, 2000).Some research indicates a negative correlation between time spentwatching television and reading achievement, while time spentreading for fun is positively correlated (Van der Voort, 2001).Reading literacy goes beyond the ability to construct meaningfrom a variety of texts to encompass behaviors and attitudes thatsupport lifelong reading. Such behaviors and attitudes contributeto the full realization of the individual’s potential within a literatesociety. Children who are good readers report not only readingfrequently, but also participating in the social aspects of reading,including reading to others at home, going to the library, and talkingabout books (Sainsbury and Schagen, 2004).Discussing reading with their families, friends, and communitymembers gives children the opportunity to participate in one ormore communities of readers (Baker, 2003; Beck & McKeown, 2001).These social interactions strengthen young readers’ abilities to gainmeaning from text and understand how different readers can makedifferent interpretations. Young readers and their friends can beencouraged to take advantage of extracurricular activities promotingliteracy skills provided through school and local libraries or othervenues. The influence of peers can be helpful in making it desirableContexts for Learning to Read | 53