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.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol20/SLR_BecomingaReader_V20.pdf
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