Abstract

In a study of the impact of reading on the concepts, attitudes, and behavior of adolescents, it was found that students exhibited varying responses from ambiguous, general, indifferent reactions to highly significant dimensions of self-involvement. Some subjects stated that no specific selection had influenced their concepts, attitudes or behavior; the responses of these students were frequently vague and appeared to disclose an indifferent attitude toward reading. On the other hand, the verbalizations of others appeared to reveal empathy and intense participation in their reading which, sometimes, led to reoriented goals and actions implementing these goals.