Understanding how social influences can foster avid book reader identification is a key research goal that warrants further investigation beyond a limited early years lens. The author’s international study explored the influence positive social agents can have on avid book readers. Early influences were examined, with data suggesting that maternal instruction is the most prevalent source of early reading teaching. Indirect avid reader influence, author influence, fostering access, shared social habit, reading for approval, recommendations and supporting choice, and exposure to reading aloud were recurring mechanisms of influence. The multiple mechanisms of influence identified constitute opportunities for engagement and subsequent intervention by literacy advocates, including librarians.
Merga, M. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20.