In the Information Age, reading is a critical skill for accessing information and updating skills. However, reluctant readership in L1 may prevent many societies fromudfully participating in the global community. This reluctance to read may also slow the acquisition of an L2 such as English. This paper will present the findings of an MA dissertation which investigated pleasure reading rates in L1 at a Thai university, to understand better the issue of reluctant readership in L2. Results from a survey of sixudhundred students found that the home literacy environment may account for some of the differences in students’ L1 reading frequencies. Though the size effects were small, parental reading to children, book ownership, and past reading rates of parents, were all found to have significant associations with students’ present day readingudfrequencies and attitudes. Implications for SLA theories and reading strategies in the classroom will be discussed, as will the role of schools in promoting literacy.
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