Reading Interest among the Youth

RUNNING HEAD: READING INTEREST1

Reading Interest among the Youth


Abstract

The problem of the absence of reading interest among the

youth worries a lot of people. The downward trend in the

reading habits is noticeable with each passing decade. In the

modern world the book gradually began to leave on a background

among the diversity of entertainments; teenagers, choosing an

easy way, prefer the TV or the computer instead the book. The

purposes of the research project were to identify is the

reading interest decline and what are the reasons of such

tendency. As the methodology I used a questionnaire, the

sample size of participants was 31 students from different

universities. You can examine with results which confirm my

theory and my recommendations.


Content:

Introduction……………………………………………………………………………………4

Literature Review……………………………………………………………………………...6

Methods………………………………………………………………………………………11

Data and Analysis………………………………………………………………………….....14

Conclusion……………………………………………………………………………………22

References……………………………………………………………………………………24

Appendix……………………………………………………………………………………..25


Introduction

In the modern world, where there are so many ways to

spend time pleasantly, the book gradually began to leave on a

background among the diversity of entertainments. Less

frequently we see on streets of the people that reading books,

libraries are empty and whether ourselves can’t remember, what

book have we read last time? Knows for certain that reading

books develops not only a lexicon, erudition and logic, but

also develops the person as the individual, gives it food for

mind. The book can give advice, motivate, and train to give


vent to the imagination. Youth is a high time for formation of

the boy or the girl as society cells, as individual. Earlier,

at the time of the senior generation, the youth was formed by

reading. Ideals, dreams and the purposes described in books,

gradually passed to reality, becoming a support to growing

generation. But according to Nestle’s research “Young people

attitudes toward reading”, such tendency decreases every year.

(2003).

Nowadays youth’s leisure can be more than various and

many teenagers, choosing an easy way, prefer the TV or the

computer instead the book. The book can't compete with such

entertainments as television, the Internet, video games,

because books demand much more intellectual efforts and set

moral and ethical tasks for the reader. On the other hand,

"Lessons of literature are capable to beat off the interested

child’s desire to read: the impressive list of references,

volumes - "bricks", standard approach according to the scheme

"the biography of the author — work retelling — portraits of

the main characters — concept of love/family/honour". As a

result studying of interesting book turns into the real

torture", - Burafchikova considers (2002).


Last year sociologists, psychologists, publishing houses,

the Russian state children's library conducted researches:

“Does modern children read?” And approximately every tenth of

respondents’ admitted: "I read books seldom, I don't like

reading". (Burafchikova, D. 2002)

As the student, I am interesting in the problem of reduction

of reading habits among youth. Often I notice that my

contemporaries aren't fond of reading books. “Teenagers’

attitudes to reading have to be seen alongside the many other

media to which they have ready and easy access. Teenagers’

reading should be seen a part of a whole pattern of

entertainment rather than as something that is threatened by

other media”, - mentioned in the “Young people attitudes

toward reading”. (2003).

During the working on the research paper, I am trying to

find the answer on question: Why the youth doesn’t interest in

reading books?

In order to answer on the research questions, I am using

previous researches of different authors at different

countries, compare the results of their with my own survey’s

results, which you can see at Literature Review section (p.6)


. Here I summarized articles, which were divided into groups

in accordance with their ideas, hypothesis and results. Also,

I am using questionnaires as part of my methodology section,

the results of which are demonstrated in section Data and

Analysis (p.14) In conclusion you can see the influence and

the result of the research study on the hypothesis, that the

book can't compete with such entertainments as television, the

Internet, video games, because books demand much more

intellectual efforts and set moral and ethical tasks for the

reader.

The purpose of the research is adding a contribution in

studying of reduction of interest to reading among youth.

Literature Review

The problem of the absence of reading interest among the

youth worries a lot of people. The downward trend in the

reading habits is noticeable with each passing decade. A lot


of different theories about the roots of causes are existing.

But, after having studied theories of authors of various

articles, I removed own. And my research paper is based on

proving or disproving a hypothesis that the book can't compete

with such entertainments as television, the Internet, video

games, because books demand much more intellectual efforts and

set moral and ethical tasks for the reader. The similar

problem is considered not the first year. There are set of

researches who are interested in this subject. “The question

of how to develop children’s interest in reading and how to

establish the “reading habit” is nearly as old as public

librarianship itself”, - Suzanne Straufer mentioned in

“Developing Children's Interest In Reading “ (2007). As a

whole, all these researches pursue uniform idea: to define the

reason of lack of the interest to reading among youth. The

research methods, questionnaires, were also uniform. But

results of these researches considerably differ. Possibly,

cultural and ethnic norms of the countries in which researches

were conducted can serve as the reason, or the indirect facts

affected results, but there is the fact: interest to reading

in the different countries is various.


As my secondary sources I reviewed five different

articles, on which I also can lean in my research.

The advantage of all these studies is the huge sample

size of participants: a lot of teenagers, youth and children.

For example, in first article “Why Should I Read?” authors

provide their research in 3 countries in different parts of

world: Netherlands, China and South Africa. Such scope of

research gives more chances to show a problem. Other studies

have a big sample size too: America, Estonia, and what is

similar to Kazakhstan – Russia.

All articles that I have chosen are differing from each

other. But I can separate these articles in different groups

according to their similarities.

Two articles also provide the relation between gender and

reading habits (Stauffer, S. (2007), Uusen, A. & Müürsepp, M.

(2012)). Stauffer demonstrates the connections between gender

and reading habits, and as problem shows lack of the reading

interest among boys. In the second article also authors

mentioned that boys are bad readers. It is interesting, that

both articles blamed comics as bad fiction reading, that


decrease reading habits among boys. “Boys named themselves

mostly as average or poor readers, they read less classical

literature voluntarily, they spend less time with reading,

they don’t like to read long books and books with small

letters etc.”, - Anne Uusen thought (2012), so there is the

reason why boys prefer comics: less text, more pictures.

Despite that this research verified other hypothesis, this

research confirmed also my hypothesis. Authors consider that

“largely common viewpoint among the teachers expresses opinion

that male teenage students are worse readers than female; they

read less frequently, they don’t read enough, they prefer to read or

to do something else by computer etc.”, (Uusen, A. & Müürsepp, M.

(2012)).

Unfortunately, because of the different sample size of

males and females, I can’t provide such type of analysis on my

own research.

The article “Developing Children's Interest In Reading”

have also another similarity with third article – “Why the

youth doesn't read books?”, which was published in russian

newspaper Arguments and Facts by Dariya Burafchikova and together

they found a new group. Despite a five-year difference between


publications, authors pursue one idea, they consider that

teachers of literature and training system at schools of

Estonia and Russia are guilty in lack of reading interest. ,

"Lessons of literature are capable to beat off the interested

child’s desire to read: the impressive list of references,

volumes - "bricks", standard approach according to the scheme

"the biography of the author — work retelling — portraits of

the main characters — concept of love/family/honour". As a

result studying of interesting book turns into the real

torture", - Burafchikova considers (2002). Srauffer thought

that “Librarians have always discussed methods of developing

children’s interest in reading, but they have focused more on

the books being read than on the act of reading.” (2007).

Thereby, authors show that the prime cause of lack of interest

to reading among youth is an incorrect way in which teachers

and education system teach students. Receding from a subject,

I want to pay attention that the solution which they offer, is

optimum for all countries. “…to use summer reading programs as

their primary method of promoting reading and added “family

reading programs”” and “Early research established that the

most effective and efficient method for learning to read was


“free voluntary reading,” that is, the individualized or self-

selected reading that librarians had promoted for decades, and

that the act of reading developed cognitive skills,

comprehension, writing skills, vocabulary, spelling, and

grammar”, - Stauffer offered (2007).

Special attention I want to pay on Burafchikova's words:

“Among the books recommended for obligatory reading, there is

no work in which the modern teenager would be main character.

The school program which main task was and is development of

interest to reading, this interest destroys. But, apparently,

already it is time to stop to speak and start creating.

Otherwise we will have only one crinkle in the heads soon and

that — from a computer video helmet.”

These two authors adhere to a hypothesis, other than

mine, however I can find the answer to my work’s research

question in their works. Also, based on their councils and

advises, I can construct my own recommendations in conclusion.

Other two articles have the subjects which are not unit

with other researches.

Peter Broeder and Mia Stokmans in their collaboration

named “Why should I read? - A cross-cultural investigation


into adolescents’ reading socialisation and reading attitude”

investigates reading as a leisure-time activity across social

groups from three regions differing in reading tradition. As

the hypothesis auhtors taken Icek Ajzen’s Theory of Planned

Behaviour, they adjusted it to model the three most important

determinants of reading behavior: “reading attitude;

subjective norms (implicit and explicit social pressure to

read); and perceived behavioural control, which includes

reading proficiency and appropriateness of the available books

(book supply).” (Broeder, P., & Stokmans , M. (2013, June)). I

want to pay attention to their theory of influence of cultural

and situational differences between the Netherlands and

Beijing, the results show a similar pattern for these two

environments on reading habits. Broeder and Srokmans mentioned

that the most important determinants is the implicit norm of

family and friends. The same idea exists in previous articles.

In spite of the fact that authors lean on other

hypothesis, in their research the answer to my question is

accurately visible. In their opinion, influence on interest to

reading arises first of all in a family, in an environment, in


a society. Authors consider that the youth isn't keen on

reading because nobody does engender this interest in them.

The last research from Nestlé “Young people attitudes

toward reading.” (2003, November) richly includes various

statistical data on reading habits among youth of America. In

the research they positively considered that the problem of

lack of interest to reading among youth doesn't exist; that

this is only temporary phenomenon. “Since both teenagers and

reading are regarded as ‘difficult’, putting the two together

might seem like a recipe for disaster! In fact, teenagers can

be and frequently are keen, thoughtful and happy readers. Once

reading is taken away from learning, they enjoy books and know

that reading is one of the myriad ways of passing time in a

pleasant way.”

This research is really helpful for my in order to

construct my own data in histograms, graphs and etc. Also, it

is interestingly that this article disproves my hypothesis,

saying that lack of interest to reading is only temporary

phenomenon.

Thereby, all works create a uniform background of a

problem of lack of interest to reading among youth, but,


despite similarity, these works pointed to the different

reasons of emergence of this problem, whether it were cultural

influence, the gender reason, or school influence. Despite the

fact, that all these works have different hypothesis, all of

them in different aspects have the answer on my research

question. The data, which are used in these articles,

demonstrates that reading habits among the youth is declining.

Teenagers prefer spend their time on Internet, rather reading

books.

Generally speaking, articles support idea that books, for

one reason or another, become less and are less interesting to

modern youth. All authors offer various councils, beginning

from changing the school program, finishing family book

evenings, to return interest to reading among youth.


Methods

The topic of the study is the reading interest among the

youth. It was held to confirm or disprove the hypothesis that

young people does not interest in reading because books demand

much more intellectual efforts and set moral and ethical tasks

for the reader. Most likely that the books can't compete with

such entertainments as television, the Internet, video games,

so many teenagers choosing an easy way to spend their free

time.

First of all research was considered as survey. In order

to find the answer on question about the interest of reading

books, the survey was made by questionnaires and interviews.

The purpose of choosing these two types of collecting data is

to examine answers concerning issues about my topic. Data

collection consists of conducting questionnaires among the

youth, interviewing managers of “Meloman” bookstores.

I choose the questionnaires because it was the most

appropriate way to collect the data, less time consuming


method. The questionnaires consist of 9 leading questions,

which helps me to find the answer on my main research

question: “Why the youth isn’t interested in reading books?”

Other advantages of questionnaires are that it allows to

distribute the questions quickly and to attract more

participants than other types of data collecting. Also,

questionnaire consist from multiple choice questions, these

also helps to choose from variety of answers and avoid to

think and to puzzle about how to write full answer.

However, questionnaires aren’t enough to collect as more

data as I want. So, I enlist the help of an interview. The

interview part consists of 4 easy-structured questions

(because I can’t to take a lot of time from the person at

work) for managers in Meloman. Interview helps to display a

full picture of information that I am interesting in and to

come nearer to the research question’s answer.

In the questionnaires I asked 14 students from KIMEP

University and 17 students from other English-studying

universities. Also questioner included only the young people

from age of 17-22 which are studied in English-speaking groups

or universities because I conduct my survey in English. I


print my questionnaires and hand out it in food courts in

KIMEP (for example, Grill, B&B, KIMS, Coffee inn) and also

create online questionnaires (for other universities’

students). As I mentioned before, I ask only youth because my

topic’s focus is the young generation, thus I have excluded

children and old generation.

In counterbalance, in the interview it is interesting

that I don’t know anything about my interview participants

except their profession. To tell the truth, I am not

interested in their preferences, a social status, age, gender

and etc. I am interested only in information that they

provides for me. So there are no restrictions in interview.

All of these methods that I mentioned above help me to

answer my research question. After taking the interview and

survey I analyze results. I consider number of the chosen

answers in questionnaires and reckon with opinion of the

majority. I use the results of interview as fixing argument.

As a result, I make a valuable conclusion.

The limits that I can face in the process of making the

interview and questionnaires is the fixed sample of


population, because my participants are only some students

from certain universities. As well, it is difficult to

arranging suitable schedule and time. Also, an interview

result in only one bookstore does not display the exact

picture of my survey. However, these limits can’t strongly

change results of my research and therefore they can be

considered simply as an inaccuracy at survey.

I suppose that these types of research are useful to

replenish my project.

But, unfortunately, it wasn't succeeded to carry out

interview, because workers of the “Meloman” refused to answer

my questions, reasoning it that the management doesn't allow

them to share information on sales. And my letter to the main

office of the “Meloman” is ignored. Thereby, this failure in

methodology section I can consider as a limitation of my

study.


Data and Analysis

My research based on hypothesis that the reading interest

among the youth is decline. The distribution of the focus of

the study is the students and their interest in reading books.

In the survey a handout and online questionnaires were

distributed among students. The important social variables of

the study are: age, gender, university of participants. In


the following section you will find the explanation and

results on the question.

The questionnaire was chosen, as a tool, because it was

the most appropriate way to collect the data and also it is

less time consuming method. The questionnaires will consist of

9 leading questions, which will help me to find the answer on

my main research question: “Why the youth isn’t interested in

reading books?”

In food courts of KIMEP I hand out questionnaire papers,

so…

…firstly, I will show the result of survey in KIMEP.

The sample size is 14 people. The age varied from 18-24

years. The reason of such age distribution is that I primary

asked 2nd years students.

Age012345678

1819202124


The first question was :”do you like reading” for the

purpose to understand which gender love reading more. The

results were: 5 males love reading, and 1 doesn’t like; the

results of females were 50:50.

However, as I mentioned in Literature Review section

(p.6), I can’t provide the information what gender what prefer

in continue of study results, because I haven’t got equal

number of males and females.

Next step is the question about free time; here I am

trying to understand are students spending enough time for

reading. The result is that in free time KIMEP students

usually:

67%6%

17%

11%

Free timeInternet TV Books Other


So, the majority of KIMEP students – 67%, prefer surfing

the internet, rather reading books – 17%. As you see, the

primary entertainment of modern time is Internet. The same

idea provides in Nestle’s research:” In terms of

entertainment, reading for all ages has long been a minority

leisure activity as compared with watching TV or, more

recently, using the Internet.”(2003).

The next few questions are created to determine

preferences of students, which kind of books they like, how

many hours they devote for reading, what factors are important

for them in books.

The results of preferring kinds of books are:

15%

35%

15%

25%

5% 5%

Kinds of booksClassic Romance HistoryDetective Horror Other

The leader kind of books is romance – 35%; I think the

reason is that young people are very romantic persons, so

without finding romanticism in life, they look for it in


books. In the second place are detective stories- 25%.

Adventure in detectives is a peculiar type of romanticism too.

The third place was divided by history and classics – 15%

each. I think there is a perfect example of school influence,

in which each pupil must read some historical and classic

works

Also, students of KIMEP in amount are spending:

Hours

57

2

less than 1 hour 2- 4 hours 4 - 6 hours

Only 2 persons spend about 4-6 hours per day for reading,

the majority spends about 2-4 hours, and 5 people spend less

than 1 hour. In my opinion, student haven’t got a lot of free

time, so usually they spend only few hours for reading. One of

the reasons for this can be that today students: have many

homework, additional work, etc.

I am asked about factors that attract people to book and

reasons to read, because if I want to know the interest level

of reading, I firstly should know how this interest is

generating.


Factors, which attract students to a book:

Factors02468

3

7

2 2

Author Reccomendation Summary Cover

Reasons to read the books:

11%17%

11%56%

6%

reasons to readTo pass the examFor funInformationSelf-developmentTime spending

The main factor, that attracts students is

recommendation, 7 people are agree with it. Summary, author

and cover aren’t so important for KIMEP students. I think the

reasons is that people don’t want waste time on subjects, that

are not interesting or important, so, students ask advises and

recommendations from others. It concerned books too. Among the

reasons to read with a big separation goes the self-

development – 56%. The reason of such preference is, as I

mentioned in Introduction, that reading books develops not


only a lexicon, erudition and logic, but also develops the

person as the individual, gives it food for mind.

After passing general questions, the participant faces

the main issue of my survey – my research question. Of course,

it is impossible to find the straight answer on this question,

but…

…KIMEP students think that the decline of reading

interest among the youth is:

Exist; 13

Doesn't exist; 1

The majority of students believe that decline is

existing, their opinion supports my hypothesis.

Also, in my questionnaire I provide a question about what

in students’ opinion is the reason of decline. But, as my

supervisor mentioned, I can’t demonstrate the results of this

question because of irrelevant nature of question. Versions of

the answer to a question were a) lack of interest; b) modern


entertainments. But all modern entertainments are the reason

of lack of interest to reading. For this reason I omit results

of this question.

But, also I have to consider opinion of the other

participants.

The results of other university (IAB, KazNU) students are different from

KIMEP’s results.

Firstly, all 17 students love reading. Probably, I think

respondents are dissembling, or I was very lucky to ask

reading addict persons.

In free time students of other universities also prefer

surfing the world wide web:

Free time0

5

10

1511

5 4

Internet Books Other

The results of preferring kinds of books are really

differing. In the first place are classic and fantasy. The


second place are adventure and detective, and the third place

is romance.

Kinds01234567

5

1

45

2

6 6

12

Adventure Historical Romance Detective HorrorFantasy Classic Business Other

I think, these data are the proof of that people from

group focus are really various individuals of society.

The time spending for reading are similar with KIMEP

students, other university students spend only few hours for

reading, on the average 1-2 hours per day.

Hours

0 2 4 6 8 10 12

310

4

2-4 hours 1-2 hours less than hour

Factors, which attract students to a book also are really

differ from previous results:


Factors

0 1 2 3 4 5 6 7 86

15

72

Other Summary RecommendationCover Author

7 students of IAB and KazNU think that the main factor is

summary. 6 of them think that author of book plays a main role

in book preferring. For 5 students recommendation influence on

their book’s choice. It is interesting, that for 1 person

cover page is also playing role in attraction factors. This

data shows proves that students lean on various factors at a

choice of books.

Reasons to read the books:

Reasons10

511

2

Time spending Self-developmentInformation For fun

As this chart shows, other university students agree with

KIMEP students, that the reason to read books is self-

development. However, the reason “for fun” lags behind only on


unit. This result proves that reading books is a pleasant time

spending.

Students of other universities think a little bit

positively. In their opinion the decline of reading interest

among the youth is existing, but 5 people are disagreeing with

it.

exist; 12

doesn't

exist; 5

In this survey, I understand that as much people, are so

much opinions. The answers of the majority of students support

my theory. That data collection helps me to better view of

reading interest problem among the youth. The findings of this

survey are remarkably positive. Not only do the majority of

teenagers find reading an enjoyable activity but their

attitudes towards reading are surprisingly enthusiastic. They

see reading as relaxing and even as fun! They know it is

educational, can support learning and be informative but these

‘useful’ considerations come second. For many, reading is


about the magic and escape that a great story can make

possible. Beyond that the good readers know that it can even

influence the kind of person that they’ll become.

Conclusion

To sum up the research, I want to tell that the tendency

of reduction of interest to reading is still observed and

among the Kazakhstan students. Research showed that the youth

prefers to spend time in an Internet network, than to read

books, thereby, it is possible to tell that my hypothesis that

the book can't compete with such entertainments as television,

the Internet, video games, because books demand much more


intellectual efforts and set moral and ethical tasks for the

reader is confirmed. Certainly, interest to reading is

present, and it pleases. This survey shows that far from

classifying teenagers as indifferent readers, the patterns of

attitudes to reading, reading tastes and the relationship of

reading to enjoyment of other media that adult readers show

are well established among teenage readers. Students realize

that reading is necessary pastime of the modern person who

wants to be a significant cell of society.

As, I want to add that it is necessary to motivate youth

to increase their interest to reading. As it was offered in

article “Why should I read? - A cross-cultural investigation

into adolescents’ reading socialisation and reading attitude”,

it is necessary to begin with an environment, with a family,

the senior generation should impart interest to reading

(Broeder, P., & Stokmans , M.,2013, June) and at schools to

enter programs where in works by the main characters there

will be age-mates of readers (Burafchikova, D.,2002,).

Since both teenagers and reading are regarded as

‘difficult’, putting the two together might seem like a recipe

for disaster. In fact, teenagers can be and frequently are


keen, thoughtful and happy readers. Once reading is taken away

from learning, they enjoy books and know that reading is one

of the myriad ways of passing time in a pleasant way. That

reading is regarded as “uncool” in many teenage situations

means that readers and reading sometimes have to keep a low

profile but it doesn’t mean that it doesn’t happen. Teenagers

know what they like to read and who it is by: this means that

they’ve discovered the two most vital keys to becoming

readers. Given a supply of the right books, there’s no reason

to suppose that they won’t continue to enjoy reading for the

rest of their lives.

Thereby, probably in the future, the book will return the

superiority in hobbies of youth, and the world won't go on a

terrible way which was predicted once by science fiction

writer Ray Bradbury in his book “Fahrenheit 451”.


References

Broeder, P., & Stokmans , M. (2013, June). Why Should I

Read?--A Cross-Cultural Investigation into Adolescents'

Reading Socialisation and Reading Attitude. International

Review of Education. Retrieved from

http://dx.doi.org/10.1007/s11159-013-9354-4.

Burafchikova, D. (2002, September 18). Why the youth doesn't

read books? Arguments and Facts, 38 (1143). Retrieved from

http://gazeta.aif.ru/_/online/aif/1143/14_01

http://gazeta.aif.ru/_/online/aif/1143/14_01

http://dx.doi.org/10.1007/s11159-013-9354-4


Stauffer, S. (2007). Developing Children's Interest In

Reading. Retrieved from

http://www.academia.edu/303513/Developing_Childrens_Inte

rest_In_Reading.

Uusen, A. & Müürsepp, M. (2012). Gender differences in reading

habits among boys and girls of basic school in Estonia.

Procedia - Social and Behavioral Sciences 69. Retrieved from:

http://www.sciencedirect.com/science/article/pii/S18770

42812055966

Young people attitudes toward reading. (2003, November).

Nestle Family Monitor. Retrieved from http://mori-

ireland.com/assets/docs/archive/polls/nfm17.pdf

http://mori-ireland.com/assets/docs/archive/polls/nfm17.pdf

http://mori-ireland.com/assets/docs/archive/polls/nfm17.pdf



http://www.academia.edu/303513/Developing_Childrens_Interest_In_Reading

http://www.academia.edu/303513/Developing_Childrens_Interest_In_Reading


Appendix I:

Handout Questionnaire among KIMEP University students

QUESTIONNAIRE ON READING INTEREST AMONG YOUTH

My name is Kuralay and I am a second-year student of the KIMEPUniversity. Now I am taking a course of Academic Reading andWriting II and I would like to ask you to take part in myresearch project concerning the interest of reading amongyouth. I ask you to help me to confirm or disprove thehypothesis that young people does not interested in readingbecause, in my opinion, books demand much more intellectualefforts and set moral and ethical tasks for the reader. It isnecessary for me to know is your opinion similar with mine ordisproving it. I assure that your privacy will be stronglyprotected, and your responses will be kept confidential. Inaddition, I want to thank you for your spending time onparticipation in this study.

Please, bold the option you feel is right for you. ONLY ONE OPTION PER QUESTION.

Male/Female Age

1) Do you like reading?

Yes No

2) What do you usually do in your free time?

Internet Watching TV Read books Other (please comment)

3) What kind of books do you prefer?

Adventure


Historical Romance Detective/mystery Horror Fantasy Classics Business Other (please comment)

4) How many hours do you read per day?

Less than an hour 2-4 hours 4-6 hours

5) Which factor attracts you to a book?

Cover page Author Recommendation Summary Other (please comment)

6) Which of these do you consider as the reason why you needto read?

To pass the exam For fun To be well informed To be well developed To while away time Other (please comment)

7) How do you access books?

Buy books Borrow from friends


Borrow from library Read them online Other (please comment)

8) Do you think there is a decline in reading interest?

Yes No

9) The reason for the decline in reading interest could be?

Lack of interest Cost factor Lack of access to books Modern entertainments Other (please comment)

Thank you for your responses and encouragement!

Reading Interest among the Youth

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