This research was developed at the State Elementary and Middle School, located in the city of Toledo. In the learning continuum, reading for children in Middle School is something deadly boring, something completely alien to their interests, an imposed task that does not provide any pleasure or satisfaction, an experience they prefer to avoid. Looking at the situation, it seems that to a large extent that parents and educators have not taken into account that children read when they care about what they are reading or are motivated to do so (Labov, 2003). They, therefore, have the challenge to arouse interest in reading among middle school children.
Statement of Problem
By simple observation, we could advance judgments saying that threading has lost its appeal to middle school children. There is also much lack of motivation towards this activity at school, with a poor differentiation between the process of teaching reading and mastery of it. A powerful reason for the realization of this study is the awareness of the high correlation between the habit of reading, the understanding of it and school performance (Armbruster, 2010). The lack of reading provokes deficiencies that make learning difficult, such as poor vocabulary, incorrect punctuation, writing errors, and poor command of the language.
It has been decided that research should be carried among students in the sixth grade of middle school, who comprise the ages of twelve to fourteen years. The whole population consists of two sections of 35 students each 70 children in total. It will also take into account teachers and parents of the students in the study.
What are the main factors that influence disinterest in reading among sixth-grade students of middle school?
Thus, for this research, descriptive research is used, where the fundamental process focuses on the qualitative rather than the quantitative. It allows a description and analysis of a specific social field. The essence of this research is to capture the expectations that people give to their social actions, personal or collective projects, and the environment that surrounds them. Through ethnographic research data is collected based on quantitative approaches, and are the main basis for reflection at the time of analysis (Kothari, 2004). Through comparisons, contrasts and can develop intermediate or more general-range theories, which feed the research process rich in sources and several resources that make it possible.
Unique Variable: The Disinterest for Reading.
Conceptual Definition of the Variable: Understanding the apathy towards a certain activity, in this case reading.
Nature of the variable: Single Variable
Type of Variable: Variable of qualitative type.
The social environment surrounding the child.
Student's relationship with parents and teachers.
Habits at home and school.
Learning experiences the student has had.
Experiences regarding readings made by the student through the years of study.
Reading habits that the student currently has.
Reading habits held by the student's parents.
The negative perception towards reading along with a lack of emphasis on reading for self-improvement influences middle school children not to read.
Purpose of the Study
The main purpose of this paper is to respond to the question why middle school children do not want to read. There is one or several answers, which are translated into the identification of certain factors. To determine the solution, a field research, which includes students, teachers, and parents of the family are significant sectors of the population. The research aims to show us the attitudes and bad habits that have formed in our society with respect to reading and that it is necessary to identify present solutions. It is of the utmost importance that both parents and teachers brainstorm the reasons for children's lack of interest in books (Beers, 2003). Through this knowledge, we will become aware of the need to take actions that counteract this phenomenon. We have, then, the responsibility to rescue the value of reading, whether for academic reasons or recreation.
The data collected were analyzed quantitatively from the contents obtained and also interpreted, looking for a link between the results obtained with some theoretical foundations. We begin the more specific process of the analysis, seeking in most cases, understand the context in which such answers are needed to understand the situation of the student to be able to analyze their position (Marczyk et al., 2005) coherently. There was a reflexive analysis of these questionnaires so that they could be collected for the evaluation of the research.
The methodology contained the following procedures;
Meeting with the students and teachers of sixth-grade middle school;
Application of questionnaires with teachers;
Application of questionnaires with students.
In this project, the main instrument was the in-depth interview which allowed a collection of data that would later lead to identifying strategies and problems within this research. However, as previously mentioned, questionnaires and in-depth interviews were used. This type of interview allows obtaining information regarding how subjects reconstruct reality in their reading practices.
Design of the Study
The investigation was structured in the following way:
Conceptual Framework: it is intended that the reader be clear about the problem, as well as the importance with regard to the factors that influence the disinterest of children in reading. The approach of the problem to be investigated is formulated and the scope and limits of research specified.
Theoretical Framework: the theories that the main themes and concepts that need to be clear for a better understanding of the research.
Methodological Framework: presents how research is carried out, with which subjects, under what methodology, and what procedures were used.
Analysis of results obtained: After having tabulated the questionnaires and prepared the different graphs, we find the conclusions and recommendations, which are the product of the analysis and discussion of the results of the investigation. The best thing about this research work will be the impact it causes.
Summary of the Above Proposal
All these tools allow the researcher to understand the context of which it is a part, to describe several aspects that are unnoticed to the members of a community, the researcher registers aspects that escape an interview, which people sometimes prefer to hide or not communicate. This type of research allows comparing what people express with what they do, and distinguish what the actual practice demonstrates. The researcher can capture and compare the different points of view with members of a social group or situation confronts them with the observations, which allows an optimal analysis to be transcended critically. The research employs a qualitative methodology, which provides a contextualization of the problem in question.
Definition of Terms
Reading - a perceptive and intellectual activity, consistent with recognition of graphic elements such as letters, words, phrases among others, with purposes to the understanding and interpretation of its meaning
Perception - the process by which the individual acquires awareness of the world around him
Attention - the concentration of mental activity that implies an increased efficiency of a given sector
Learning - the mental activity that serves to acquire some ability
Motivation - an internal state of activation, caused by some stimulus that alters the behavior and directs energy towards a goal.
Armbruster, B. B. (2010). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Diane Publishing.
Beers, K. (2003). When Kids Can't Read: What Teachers Can Do.? Portsmouth, NH: Heinemann.
Kothari, C. R. (2004). Research Methodology: Methods and techniques: New Age International.
Labov, W. (2003). When ordinary children fail to read. Reading Research Quarterly, 38(1), 128-131.
Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology: John Wiley & Sons Inc.
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