Series E - School Reading Checklist (Part 1)

In this section of Interview 1, students were asked about the amount of reading that they

did from a list of 11 specific reading materials. These students were given the answer choices of

either “Less than once a month/never,” “About once a month,” “About once a week,” “Several

times a week,” or “Everyday”. Their responses are represented within pie charts. Students were

also asked about the total amount of reading that they do per day with answer choices ranging

from less than 10 minutes once a week to 3 to 6 hours per day. In statistical analyses, we

controlled for overestimation and underestimation of reading frequency by constructing a ratio

with the response for the item Journal (an item that all students are required to keep) as the

denominator and the response for the item of interest as the numerator. Using this ratio,

statistical analyses were conducted for each item assessing the two- and three-way interactions

between reading level (low, middle, and high), ethnicity (African American and European

American), and gender (male and female). For any item, if the interaction between ethnicity and

reading level or gender and reading level was statistically significant, those relationships were

depicted in the form of a graph.

For the item “Other students’ notes”, the highest percentage of students reported that they

read this material less than once a month for school. For the item Newspapers/magazines, the

highest percentage of students stated that they read these materials about once a month. For Web

sites, the highest percentage of students reported that they read them about once a week for

school. For Workbooks, Other books and Class notes, the highest percentage stated that they

read these materials several times a week for school. Finally, for items Textbooks, Journals,

Handouts/worksheets, Writing on the chalkboard/whiteboard/overhead, and Other materials, the

highest percentage indicated that they read these materials everyday for school. For the majority

of these items, the lowest percentage of students selected “Less than once a month/never” except

for Class notes and Journals (“About once a month” was the least common response) and Other

students’ notes, Web sites, and Newspapers/magazines (“Everyday” was least common). For the

item on the total amount of school reading that students did per day, the highest percentage of

students stated that they read 2 to 3 hours per day, while the lowest percentage stated that they

read less than 10 minutes once per week.

The statistical analysis for each item showed that there were five significant reading level

differences, for Textbooks, Workbooks, Other books, Class notes, and Handouts/worksheets.

The line graphs show that for each reading level difference, African American high achievers

reported that they read these materials for school more than middle and low achievers. However,

European American high and middle achievers reported reading these materials more frequently

than did low achievers. There also was one statistically significant ethnicity and gender

interaction for the item “Writing on the chalkboard/whiteboard/overhead.” African American

males reported reading this material more for school than did African American females. In

contrast, similar percentages of European American males and females reported doing so.

The last item requested students to estimate the total amount of time spend reading during

a typical school day. Raw frequencies are reported in the pie chart. For statistical analysis, the

ratio was used with the frequency of journal reading as the baseline. The results were that

amount of reading was positively associated with achievement for both ethnic groups and

European Americans reported more time spent reading than African Americans, as shown in the

line graphs.

School Reading Checklist

How often do you read some things for school?

This pie chart illustrates students’ responses to how often they read their textbooks

for school. It shows that the highest percentage of students stated that they read

their textbooks everyday for school.

This line graph depicts the data for reading level and ethnicity for the item on how

often students read textbooks for school. It shows that for African American

students, amount of textbook reading increased with achievement for low-, middle-

, and high-level groups. For European American students, amount of textbook

reading increased from low to middle achievers, but remained constant for the

middle and high groups.

This pie chart depicts how often students read workbooks for school. It shows that

the highest percentage of students stated that they read their workbooks several

times a week for school.

This line graph shows the data for reading level and ethnicity for the item on how

often students stated that they read workbooks for school. It shows that for African

American students, high achievers reported reading workbooks for school more

frequently than middle and low achievers. For European American students, high

and middle achievers reported reading workbooks for school more frequently than

low achievers.

This pie chart illustrates students’ responses to how often they read other books for

school. For example, it shows that the highest percentage of students stated that

they read other books several times a week for school.

This line graph illustrates the data for ethnicity and reading level for the item on

how often students read other books for school. For African American students,

middle and high achievers were more likely than low achievers to report that they

read other books often for school. For European American students, the same

pattern appeared.

This pie chart illustrates students’ responses to how often they read their class

notes for school. It shows that the highest percentage of students stated that they

read their class notes several times a week for school.

This line graph depicts the data for reading level and ethnicity for the item on how

often students stated that they read class notes for school. For African American

students, high achievers reported more reading of class notes than middle

achievers, and middle achievers reported more than low achievers. For European

Americans, high and middle achievers were similar and reported more class notes’

reading than low achievers.

This pie chart illustrates students’ responses to how often they read other students’

notes for school. It shows that the highest percentage of students stated that they

read other students’ notes less that once a month/never for school.

This pie chart illustrates students’ responses to how often they read Web sites for

school. For example, it shows that the highest percentage of students stated that

they read Web sites about once per week for school.

This pie chart illustrates students’ responses to how often they read their journals

for school. It shows that the highest percentage of students stated that they read

their journals daily for school.

This pie chart illustrates students’ responses to how often they read newspapers or

magazines for school. It shows that more than half of the students stated that they

read newspapers or magazines for school about once per month or less.

This pie chart illustrates students’ responses to how often they read handouts or

worksheets for school. It shows that the majority of students stated that they read

handouts or workbooks everyday for school.

This line graph depicts the data for reading level and ethnicity for the item on how

often students stated that they read handouts for school. For African American

students, high achievers reported more reading of handouts than middle achievers,

and middle achievers reported more than low achievers. For European Americans,

high and middle achievers were similar and reported more handout reading than

low achievers.

This pie chart illustrates students’ responses to how often they read writings on the

chalkboard, whiteboard, and/or overhead for school. It shows that the majority of

students stated that they read writings on the chalkboard, whiteboard, and/or

overhead everyday for school.

This line graph shows the data for ethnicity and gender for the item on how often

students stated that they read writing on the chalkboard, whiteboard, and /or

overhead for school. For African Americans, males were more likely than females

to frequently report that they read the chalkboard, whiteboard, and or overhead for

school. For European Americans, both sexes frequently reported this.

This pie chart illustrates students’ responses to how often they read other materials

for school (as specified by the student). For example, it shows that the highest

percentage of the students stated that they read other materials (as specified by the

student) everyday for school.

This pie chart illustrates students’ responses to the question asking the total amount

of school reading that they did per day. For example, it shows that nearly half of

the students stated that their total amount of school reading per day is 1-3 hours.

This line graph shows the data for ethnicity and achievement level for the item on

how much time students spent reading for school in a day. African Americans

reported less total time reading in a day than Caucasians. Low achievers reported

less time than middle and higher achievers.

School Reading Part 2

For this section of Interview 1, the interviewer selected one of each student’s highest

frequency items from the school reading checklist and asked the student to elaborate on their

reading of that item. The interviewer used a set of probing questions that focused on when they

did this reading and who they talked to about it. The information gathered from these open-

ended questions was coded, and the frequency for each set of questions was depicted in pie

charts. Statistical analyses were conducted assessing ethnic (African American and European

American) and reading level (low, middle, and high) differences for each category. For the

statistically significant analyses, pie charts were created to illustrate the results.

The items that students were probed on were textbooks, workbooks, other books, class

notes, Web sites, journals, newspapers/magazines, handouts/worksheets, and

chalkboard/whiteboard/overhead. The highest percentage of students was probed on textbooks,

as this was among their highest frequency items. For the item about when during the day

students did this particular reading, there were ten categories of their coded responses: Reading

class, Language Arts class, Science class, Math class, Social Studies/History class, two classes,

three or more classes, at home, multiple locations (e.g., school and library), and non-codable.

The highest frequency of students stated that they did this reading during three or more classes.

For the question of who the students talked to about their chosen reading material, there were ten

categories of their coded responses: nobody/not really, parents, siblings, friends, classmates,

teacher, multiple people, non-specified person, other person, and non-codable. The highest

frequency of students stated that they spoke to no one about the reading of particular school

reading material.

The statistical analyses showed three statistically significant ethnic differences for the

type of material, when students read, and who students talk to about reading. For ethnicity, a

higher percentage of African American adolescents reported on their reading of textbooks as

compared to European American students (who reported more often on their reading of

handouts/worksheets). A higher percentage of European Americans reported that they read

during Science class than did African Americans (with a higher percentage stating that they read

during three or more classes). Finally, a higher percentage of European American students

reported that they spoke to their classmates about their school reading as compared to African

American students, who more often did not specify with whom they spoke.

Series E2-Tell me more about your school reading

This pie chart illustrates the categories of school reading materials that were the focus of probing questions in Series E-2. Interviewers selected the item (or one of the items) that students reported reading most frequently for school. It shows that the highest percentage of students was asked to elaborate on their textbook reading.

These pie charts illustrate the ethnic differences in the items that were the focus of probing questions in Series E-2. For example, they show that a higher percentage of African American students were questioned about reading textbooks as compared to European American students. However, a higher percentage of European Americans were questioned about reading handouts/worksheets in comparison to African Americans.

This pie chart illustrates the response of students to the question asking when during the day do they read their school reading material of choice. It shows that the highest percentage of students stated that they read their item of choice during three or more classes.

These pie charts depict the ethnic differences in responses to when students read their chosen school reading material. It shows that the highest percentage of African American adolescents reported that they read during three or more classes. Additionally, a higher percentage of European Americans reported that they read during Science class than African Americans.

This pie chart illustrates students’ responses to the question of who they talk to about their school reading material of choice. It shows that the highest percentage of students stated that they spoke to no one about their reading.

These pie charts show the ethnic differences in responses to who students talked to about their school readings. For example, a higher percentage of European American students reported that they spoke to their classmates about their school reading as compared to African American students.