Abstract
Reading activities contribute to individual and societal development, according to qualitative studies. Hypotheses regarding the social contexts of reading activities were tested in two studies. Social context was operationalized in terms of educational environment, occupational category, and the settings of work and leisure. Significant three-way interactions were found between (a) education, setting, and the contents (subject matters) of reading (p < .001); and (b) occupation, setting, and reading contents (p < .001). Because social contexts influence reading practices they should be considered in educational planning.
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