n Education as Change - Reading habits and attitudes of primary school pupils in Namibia and Norway

Volume 12, Issue 1
  • ISSN : 1682-3206
  • E-ISSN: 1947-9417
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The dilemma of pupils not learning to read on a desirable level seems to be universal and finding possible causes and solutions for this predicament is an ongoing process. In this article we focus on the reading attitudes and habits of Namibian and Norwegian pupils, in the hope to shed some light on this world-wide phenomenon. A survey, using questionnaires and including 155 Grade 6 pupils was used for data collection. Since the sample was relatively small, it was not expected that we would find statistically significant results that could be generalised. The aim was rather to identify general tendencies, similarities and differences, based on selected variables. These findings could form a basis for further research in the area of reading culture. The variables that seemed to have the greatest impact on reading habits and attitudes was gender, availability of reading materials at home, the telling of stories and reading by parents, as well as primary home language. Clear differences were also found amongst the regions included in the study.

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