7: Reading for Fun
- Page ID
- 119759
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Remembering sitting on the floor in your elementary school classroom and having the teacher read a story to you out loud? How did it feel? Does the image that comes to mind bring a sense of relaxation or comfort?
Reading for pleasure has been associated with many health benefits. One recent study found that recreational reading for college students was associated with reduced psychological distress and improved sleep over the school year (Levine et al., 2020). Critical thinking, a skill important in many college classrooms, was found to increase when students engaged in voluntary reading (Hawkins, 2012) with brain connectivity improving as well when you read a novel (Berns et al., 2013). Psychologically, a different study found that students who emotionally connected with a fictitious story were more empathetic after reading (Bal & Veltkamp, 2013). Another study presented data that reading books was associated with a 20% reduction in mortality when compared to others who did not read books (Bavishi et al., 2016).
Aside from personal health benefits, reading also is a way to expand one’s own understanding of the world around them. Proverbs 4:7 (ESV) reads: "The beginning of wisdom is this: Get wisdom, and whatever you get, get insight." Isn’t reading a way to get both wisdom and insight? In the helping professions, think of all the different points of views books can offer, and how that can translate to caring for others.
While there is research that provides evidence-based backing for reading for pleasure, there is a gap in evidenced-based literature regarding the potential benefits specific to nurses and other helping professions. Additional research could expand knowledge specific to how reading can help nurses and if different types of reading materials are associated with different benefits!
Figure \(\PageIndex{1}\): Reading for pleasure has many benefits. (Photo by Kaboompics.com from Pexels.)
Activity
This activity will involve you doing some reading on your own - not anything related to your academic studies, but finding something to read that you find enjoyable. For some, this could be a young adult book that you read while growing up. Or it could be a graphic novel or comic book. Or a book of poetry or a play. Or a classic novel that you have wanted to read for years. There are many different possibilities that can take you on a journey of imagination away from the daily grind of your academic studies.
Materials Suggested
- Any book of choice
- Note: If this activity is being done in a class, consider inviting a guest speaker from the Library or English Education department to discuss some book recommendations
Directions
For a classroom setting:
- Start with a discussion or reflection on how it feels to settle into reading. Share or think about memories of when a book was read out loud to you as a child or when you were able to escape to a different world reading a book.
- Share brief book recommendations that include a 1-minute summary and why that book is recommended. Aim for a variety of options!
- After picking a text with a strong chapter for the group to hear, settle into comfortable positions that promote relaxation. Read the chapter out loud (or if needed, play an audiobook). Note the book chosen can be from any background! Children’s or young adult literature can work just as well as adult fiction.
For an individual:
- Reflect on how it feels to settle into reading. Think about memories of when a book was read out loud to you as a child or when you were able to escape to a different world reading a book.
- Spend some time (set a limit) looking up book recommendations to find a book to read this week. Use a book app like GoodReads or Story Graph to look at book options based on your preferences. Or consider a book off of the Great American Read list.
- Note: It can be a physical book or an audiobook of any genre!
- For at least 30 minutes, settle into the book. Avoid other distractions (turn your phone off) or multi-tasking. Set a timer. When done, reflect on how you feel.
Alternatives/Variations
- Read out loud to others (volunteer at a school or assisted living facility)
- Read the Bible
Read something not assigned for a class, for at least 1 hour this week. Consider trying reading at different times to assess how it makes you feel.
- Does reading for 5 minutes in the morning help you start your day more relaxed?
- Does reading a chapter before bed help you sleep better?
- Does listening to an audiobook during a drive make you feel different than listening to the radio or other materials?
Be creative to overcome barriers. If you have a hard time stopping reading at night, consider a book with short chapters to make it easier to set a stop point. Keep your book with you and instead of spending a few minutes scrolling on your phone, open your book during free time.
Reflection Questions
1. Describe any changes you noticed in the following areas when reading for fun this week:
Emotional, Environmental, Intellectual, Occupational, Physical, Social, and/or Spiritual
2. What benefits did you feel when reading for fun?
3. What, if any, barriers did you experience when reading for fun?
4. Do you have any additional thoughts and/or future plans for reading for fun?
5. What are your current stressors and do you have a wellness goal for this week?
References
Bal, P. M., & Veltkamp, M. (2013). How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. PLOS ONE, 8(1), Article e55341. https://doi.org/10.1371/journal.pone.0055341
Bavishi, A., Slade, M. D., & Levy, B. R. (2016). A chapter a day: Association of book reading with longevity. Social Science & Medicine, 164, 44-48. https://doi.org/10.1016/j.socscimed.2016.07.014
Berns, G. S., Blaine, K., Prietula, M. J., & Pye, B. E. (2013). Short- and long-term effects of a novel on connectivity in the brain. Brain Connectivity, 3(6), 590-600. https://doi.org/10.1089/brain.2013.0166
Hawkins, K. T. (2012). Thinking and reading among college undergraduates: An examination of the relationship between critical thinking skills and voluntary reading [Doctoral dissertation, University of Tennessee]. Tennessee Research and Creative Exchange. https://trace.tennessee.edu/utk_graddiss/1302/
Levine, S. L., Cherrier, S., Holding, A. C., & Koestner, R. (2020). For the love of reading: Recreational reading reduces psychological distress in college students and autonomous motivation is the key. Journal of American College Health, 70(1), 158-164. https://doi.org/10.1080/07448481.2020.1728280