When it comes to literature, it helps for children to pick what they want to read and thereby create an interest in reading. One of the more enduring types of genre fiction, the detective story told in dime-store novels, which is proved by two million copies of Nancy drew being sold per year since it’s initial release in 1930 (Ross, 1995, p.213). The formulaic concept of solving a mystery with the characters helped to introduce children plot devices that are still used to this day in many aspects popular culture from television to novels written for adults albeit with a bit more complexity. However, children learn to prepare for such reading material by experiencing a more youthful take on it that challenges them to solve the mystery.

Children need to become motivated to read. This impacts their academic capability especially because, “When students struggle to read, they are discouraged and tend to avoid reading as a leisure activity” (Mohr, 2006, p. 85). If it becomes a chore, something to do for work only because someone told them to, then reading will carry negative connotations that could be reflected in all forms of reading, even for entertainment. No book is a bad book if it gets children interested in reading. By creating an early interest in stories, children can grow with it and mature it into a healthy capability of reading for both fun and work with little difficulty.

Mohr, K.A. (2006). Children’s Choices for recreational reading: A three-part investigation of selection preferences, rationals, and processes. Journal of Literary Research, 38(1), 81-104.

Ross, C.S. (1995). If They Read Nancy Drew so what? Series readers talk back. LISR, 17(3): 201-236.



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