Census at School

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Census at School: A profile of readers and non-readers in grades 4 to 12

Guest contributors:
Lisa Shipley and Shelley Harris, Centre for Education Statistics, Statistics Canada

Introduction
Readers and non-readers - a demographic profile
Readers, non-readers and school-related characteristics
Reading habits and daily life outside of school
Summary
Conclusion

Introduction

During the 2004-2005 academic year, over 22,000 students across Canada went on-line and completed the Census at School questionnaires. The Canadian Census at School project, administered by the Education Outreach Program of Statistics Canada, is part of an international project that includes students from New Zealand, South Africa, Australia, and the United Kingdom, where the project began in the year 2000.

The purpose of the project is twofold. On the one hand, students, under the guidance of their teachers, can access the collected information and apply their developing math skills to information they created and which has some pertinence to their daily lives. For example, profiles can be developed of the student’s own class on a number of characteristics - which can then be compared to results from Canada and around the world. Teachers can use the Census at School data to demonstrate math concepts and show the relevance of mathematical analyses. At the same time, by completing the Census at School questionnaires, students come to understand the nature and importance of the census-taking process and how census data are used.

The following article uses data that were collected in Canada during the 2004-2005 Census at School project. On both Census at School questionnaires (one for students in grades 4 to 8, the other for students in grades 9 to 12), questions were posed about students’ reading habits. In total, almost 17,000 elementary students (grades 4 to 8) and about 5,600 secondary students (grades 9 to 12)¹ completed the on-line questionnaires. This article presents Census at School survey results that show what students themselves had to say about their reading and associated daily habits.

Although the questions on reading were different in the two questionnaires, the overall respondent population could be divided into students who did read/did not read. Students in grades 4 to 8 were asked if they had or had not read in the last two weeks, while students in grades 9 to 12 were asked how much time they had spent reading in the last week, with responses ranging from 0 hours to 10 or more hours. The grade 9 to 12 students who read could be further sub-divided into moderate readers (students who had read 1 to 6 hours in the last week) and avid readers (students who read more than 7 hours in the last week).

It is important to remember that collection of the Census at School data was not done under the Statistics Act as an official Statistics Canada survey. Random selection was not used, nor was the collection based on other statistical concepts such as stratification or population representation. Therefore, the results discussed here are representative only of the students who answered the on-line questionnaires for this international classroom project. It cannot be assumed that any results discussed in this article can be applied to the Canadian student population in general. Nevertheless, these students had much to say.

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Readers and non-readers - a demographic profile

Overall, there was striking consistency between students in grades 4 to 8 and students in grades 9 to 12 in the proportion of readers and non-readers. In grades 4 to 8, 29% of students had not read in the last two weeks, while 71% were readers (Table 1). In grades 9 to 12, the distribution was identical, with 29% indicating they had done no reading in the last week and 71% indicating that they had read (61% were moderate readers, 10% were avid readers).

The populations of non-readers and readers showed considerable differences in their distributions by gender. In grades 4 to 8, almost two-thirds (62%) of the non-reading population were male, while 38% of non-readers were female (Table 2). By contrast, only 45% of the reading population in the younger grades were male and 55% were female. The prevalence of males in the non-reading population did not change for the secondary school population. In grades 9 to 12, 66% of the non-reading population were male. Males accounted for less than half of both the moderate readers (45%) and the avid readers (44%) in the upper grades.

Notwithstanding the differences in proportion of males and females who did and did not read, both genders showed similar patterns in commitment to reading across the various age groups. Both males and females showed fairly consistent declines in commitments to reading from age 8 on, with 15-16 year-olds having the lowest levels of reading for all age groups (Figure 1). However, there was a renewed commitment to reading in the 17-19 year-old age group for both genders. By this age, the proportions of males and females who were reading had surpassed their original 8-10 year-old age levels.

Figure 1. Female readers and non-readers by age group

Note: Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Figure 2. Male readers and non-readers by age group

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Readers, non-readers and school-related characteristics

Several questions on both the grade 4 to 8 and the grade 9 to 12 questionnaires probed aspects of school-related daily life that can be assessed from a reading/non-reading perspective. All students were asked to identify their favourite subjects at school, how they traveled to school, how long it took them to get to school, and, for the grade 9 to 12 students, what plans they had after finishing grade 12.

Favourite subjects at school
One would expect readers and non-readers to have different interests in their school subjects. The participants in the Census at School project did indeed show variation in this area across the reading/non-reading categories. Physical education had the highest proportion of grade 4 to 8 students who claimed it as their favourite subject, although there was a 10% point difference in the proportion of non-readers (43%) and readers (33%) who chose it as their favourite subject (Table 3). In the grade 9 to 12 population, the situation was the same, with physical education having the highest proportion of students claiming it as their favourite subject in both the non-reader (39%) and moderate reader (22%) populations. Again, there was a substantial difference in the proportions (17% points) for the two groups. Although physical education ranked first among favourite subjects for four of the five elementary and secondary groups (grade 4 to 8 readers and non-readers; grade 9 to 12 non-readers and moderate readers) the proportion of students who placed it first declined as one moved from students who did not read to students who did read.

An analysis was made of the differences across reading groups of the five subject areas with the highest proportions of students claiming them as favourites. Of note is the fact that English ranked in the top five for moderate and avid readers in grades 9 to 12 only. Among the avid readers, English ranked first in the list of favourite subjects, at 16%. Science made it to the top five for readers in grades 4 to 8 and for avid readers in grades 9 to 12. As well, as commitment to reading increased, so too did the proportion of students identifying math as their favourite subject at school.

Readers were more diversified in their interests than non-readers, and avid readers were more diversified than moderate readers. The share of students who chose subjects other than the five with the highest proportions increased as commitment to reading increased (see the proportions associated with the category ‘All other listed subjects’ in Table 3).

Experiences with being bullied at school
Being bullied at school is a difficult experience for any student, regardless of age or grade level. Without making assumptions about the causes of bullying, nor about the relationship between bullying and reading habits, the results from the Census at School are intriguing. The prevalence of bullying within the past year, as reported by the students themselves, seems somewhat high (although there may be some variation in how the students define bullying). In grades 4 to 8, about four in ten non-readers (40%) and almost five in ten readers (47%) had experienced bullying in the last year at school (Figure 3 and Figure 4). These figures drop to about 25% in grades 9 to 12 for both the non-reader and moderate reader populations (Figure 5 and Figure 6). Nevertheless, avid readers in grades 9 to 12 experienced bullying to a much higher degree (35%) than other grade 9 to 12 students (Figure 7). In addition, the proportion of avid readers (15%) who reported having been bullied more than four times in the last year was almost twice that of their non-reader and moderate reader secondary school counterparts.

Figure 3. Grades 4 to 8 - Non-readers - Number of times bullied at school

Figure 4. Grades 4 to 8 - Readers - Number of times bullied at school

Figure 5. Grades 9 to 12 - Non-readers - Number of times bullied at school

Figure 6. Grades 9 to 12 - Moderate readers - Number of times bullied at school

Figure 7. Grades 9 to 12 - Avid readers - Number of times bullied at school

Future academic and other plans
The Census at School questionnaire for grade 9 to 12 students included a question on their plans after completing grade 12. Reading habits seem to be closely tied to students’ academic hopes and life plans. About 25% of non-readers intend to travel, get a job or do something other than pursue more education after high school (Table 4). This drops to 11% and 17% for moderate and avid readers respectively. Particularly noteworthy is the substantial increase in the proportion of students planning to attend university when non-readers are compared to readers. While less than half of non-readers (45%) plan on attending university, this proportion climbs to 65% of moderate readers and to a whopping 72% of avid readers.

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Reading habits and daily life outside of school

A number of elements in daily life outside of school can impact the choices students make in how they spend their time. Certainly role models are known to influence the choices young people make and there is great debate over whether the world of electronics and computers has a positive or negative influence on student reading behaviour. Participation in sports, paid work and volunteering in the community may also be indicators of a student’s propensity to read. The Census at School project posed several questions that were related to these kinds of activities, the results of which can be assessed in terms of student reading patterns.

Role models
For all students, regardless of reading habits, relatives were chosen more frequently as someone who was looked up to than was anyone else. However, readers were more inclined to state a relative than were non-readers. In grades 4 to 8, 27% of non-readers stated a relative compared to 32% of readers (Table 5). For grade 9 to 12 respondents, 22% of non-readers identified a relative as a person they looked up to, compared to 28% of moderate readers and 26% of avid readers. On the other hand, while friends ranked second across all reading and non-reading groups, readers were less inclined to state friends than were non-readers.

As was seen with the previous analyses of favourite subject, readers were more diversified in their selection of role models than were non-readers. And once again, for grade 9 to 12 students, avid readers were more diversified in their list of role models than moderate readers. The proportion of students listing people other than the five with the highest proportions increased as commitments to reading increased (see the proportions associated with the category ‘All other listed people’ in Table 5).

Electronics
As far as respondents to the Census at School project were concerned, electronics and the computer environment did not vary much across reading styles. While readers were less likely to own a cell phone in elementary school than were non-readers, these differences disappeared for the secondary school students (Table 6). It is notable that the share of students with cell phones almost doubled between elementary and secondary school, but did not vary to any large degree across secondary school students’ reading habits. Readers in elementary school were more likely to have a computer and an internet connection at home than were non-readers, but again these differences all but disappeared for the secondary school population.

Extracurricular activities
A number of questions on both questionnaires asked students about their involvement in sports and sport-related activities. Many of these questions were about organised sport. There is an assumption that readers are less likely to be interested in sports than are non-readers, but Census at School results question that assumption. In grades 4 to 8, both non-readers and readers played sports to almost the same extent (89% and 90% respectively) (Table 7). A similar pattern of playing sports appears among non-readers (80%) and moderate readers (79%) in grades 9 to 12. Only avid readers in grades 9 to 12 showed a lower level of participation (73%) in this category.

Readers in both elementary and secondary school were less inclined to watch sports, either live or on TV, and were less interested in playing computer sports games. However, moderate and avid readers in high school were more inclined to coach sports and much more inclined to read about sports than their non-reading counterparts.

Results from other questions on the Census at School questionnaire for grades 4 to 8 further dispel the assumptions made about reading and involvement in sports. In athletic-related activities (walking, jogging, swimming etc.) readers consistently showed higher levels of participation than non-readers, sometimes more than 20% points higher (walking and jogging, for example) (Table 8). The only physical activities where the proportion of participants was higher for non-readers than readers were hockey and skateboarding and these differences were minimal.

In a number of other extracurricular activities, readers also participated at higher rates than did non-readers. Readers participated at much higher levels than non-readers in dance and drama (41% compared to 23%), playing computer games (73% compared to 53%), although clearly not computer games related to sport (see Table 8), and in watching TV or films (92% compared to 71%).

Responses to engagement in extracurricular activities for the grade 9 to 12 population clearly reflect the teenage lifestyle. Over 90% of students engaged in hanging out with friends, playing or listening to music and watching TV or films, regardless of reading habits.

Teenage lifestyle habits aside, some noteworthy differences did appear between the various reading groups in a number of other activities (Table 9). As the commitment to reading increased, so too did the proportion of students who participated in board and card games. Non-readers, moderate readers and avid readers showed clear differences in helping behaviours such as doing jobs around the home (non-readers 73%, moderate readers 85%, avid readers 86%) and participating in community volunteer work (non-readers 12%, moderate readers 22%, avid readers 31%). Most noteworthy is the difference between non-readers, moderate readers and avid readers in the proportion doing homework for school. For non-readers the proportion of students doing homework in the last week was 67%. For moderate and avid readers this was substantially higher at 91% and 89% respectively.

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Summary

The Census at School project reveals some interesting patterns when comparing readers to non-readers in the respondent population. Almost one third (29%) of the more than 22,000 respondents, or almost 7,000 students, said they had not read in the last week - a figure which causes concern given that all respondents were attending school full-time. Of similar concern is the fact that almost two thirds of the non-readers in both elementary and secondary school were male. An unexpected survey result was the decline in the proportion of students who were reading as age increased.

Readers and non-readers in the Census at School population varied in several ways. As interest in reading increased, so too did the proportion of students identifying English, math and science as favourite subjects at school. Avid readers in high school also had more experience with being bullied at school (and with being bullied more than four times in the last year). Variation in reading habits appeared to be closely tied to student aspirations - while less than half of non-readers planned to attend university, almost three-quarters of avid readers wanted to attend university.

Readers and non-readers also differed in terms of their engagement in extracurricular activities. Non-readers were more likely to participate in activities associated with organised sport while readers were more likely to participate in individual sports (walking, jogging), coach sport and read about sports. Furthermore, readers were more inclined to help out at home, volunteer in the community and were more committed to doing their school work.

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Conclusion

The more than 22,000 respondents to the Census at School questionnaires have shed light on differences in daily life experiences that are seen in relation to a student’s commitment to reading. Some of these results were unexpected and it is clear that while readers and non-readers share many of the normal activities of youth in Canada (listening to music and hanging out with friends), they differ in some notable ways (such as in their experiences with bullying at school and in their plans for the future). The results discussed here also seem to indicate that it is not enough to divide the population into readers and non-readers. Certainly, avid readers appear to experience life differently from both non-readers and moderate readers. What students said through the Census at School project clearly points to areas that need to be taken into consideration when undertaking future research into the complex issue of who in the student population reads and why, and who does not read and why not.

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Notes

The elementary category includes grades 4 to 8 (secondary 2 in Quebec) and the secondary category includes grades 9 to 12 (secondary 3 to 5 in Quebec).

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Tables:

Table 1: Readers and non-readers by grade level
Grades 4 to 8		Grades 9 to 12
Did you read in the last two weeks?		Did you read last week?
Percent		Percent
Total	100	Total	100
Did not read	29	Did not read	29
Read	71	Read	71
		Moderate reader	61
		Avid reader	10

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 2: Readers and non-readers by grade level and gender
Grades 4 to 8 Grades 9 to 12

Non-readers Readers Non-readers Readers Moderate readers Avid readers

Percent

Total 100 100 100 100 100 100

Male 62 45 66 44 45 44

Female 38 55 34 56 55 56

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

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Table 3: Readers and non-readers by favourite subjects at school
Grades 4 to 8 Grades 9 to 12

Non-readers Readers Non-
readers Moderate readers Avid readers

Percent

All subjects 100 100 100 100 100

Top 5 choices

English nc¹ nc¹ nc¹ 11 16

Physical Education 43 33 39 22 11

Art 14 17 9 11 nc¹

Math 11 15 9 12 13

Computers 7 7 6 nc¹ nc¹

Science nc¹ 6 nc¹ nc¹ 11

Subject not listed 6 nc¹ 14 11 13

All other listed subjects² 19 22 23 33 37

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
¹ Not chosen in the top 5 for this group
² Other listed subjects include French, history, geography, music, social studies
Source: Census at School project, Statistics Canada.

Table 4: Grade 9 to 12 students' future plans by reading habits
Grades 9 to 12

Non-readers Moderate readers Avid readers

Percent

Total 100 100 100

CEGEP 10 6 3

Trade vocational -Technical institute 7 4 2

Community college 13 10 7

CEGEP and university / University 45 65 72

Get a job 9 5 6

Travel 6 5 4

Other 10 6 7

Table 5: Readers and non-readers by who they look up to in their personal lives
Grades 4 to 8 Grades 9 to 12

Non-readers Readers Non-
readers Moderate readers Avid readers

Percent

All choices 100 100 100 100 100

Top 5 choices

Relative 27 32 22 28 26

Friend 19 18 20 18 15

Sportsperson 16 11 15 9 nc¹

Musician 9 9 12 13 11

Actor nc¹ nc¹ nc¹ nc¹ 7

Other person not listed 15 15 17 14 17

All other listed people² 14 15 14 18 24

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
¹ Not chosen in the top 5 for this group
² Other listed people included religious figure, politician, business person, coach, community leader or elder, doctor or nurse, teacher
Source: Census at School project, Statistics Canada.

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Table 6: Readers and non-readers by electronics ownership
Grades 4 to 8 Grades 9 to 12

Non-readers Readers Non-
readers Moderate readers Avid readers

Percentage of students who own

Cell phone 24 17 42 43 43

Computer at home 85 91 92 95 94

Internet connection at home 78 83 87 91 89

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 7: Readers and non-readers by grade level and engagement in sport related activities
Grades 4 to 8 Grades 9 to 12

Non-readers Readers Non-
readers Moderate readers Avid readers

Percentage of students who participated

Played sports 87 90 80 79 73

Watched live sports 45 40 45 42 36

Watched sports on TV 54 46 54 48 40

Played computer sport games 49 43 31 26 23

Read about sports 22 30 15 28 25

Coached sports 16 13 9 12 13

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 8: Grades 4 to 8 - Readers and non-readers involvement in athletic and other activities

Non-readers Readers

Percentage of students in Grades 4 to 8 who participated

In the last two weeks, which of the following activities have you done?

Gone for a walk 50 77

Running/jogging 43 66

Cycling 32 37

Skating 21 25

Swimming 21 29

Soccer 32 40

Hockey 29 26

Basketball 37 45

Skateboarding 19 15

Rollerblading 14 17

Dance or drama 23 41

Play computer games 53 73

Watch TV or films 71 92

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 9: Grades 9 to 12 - Readers and non-readers involvement in extracurricular activities

Non-
readers Moderate readers Avid readers

Percentage of students in Grades 9 to 12 who participated

In the last week :

Being involved in sports 77 77 70

Playing video or computer games 70 63 64

Playing board or card games 33 38 49

Watching TV or films 94 98 96

Playing or listening to music 91 97 96

Doing school homework 67 91 89

Doing jobs at home 73 85 86

Working for pay outside the home 47 50 44

Doing community volunteer work 12 23 31

Hanging out with friends 95 97 93

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

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Date modified: 2008-12-01	Important Notices