Using a mixed methods approach, this study investigates Finnish and Georgian deaf students' attitudes towards leisure reading and the relationship between their reading intentions and actual reading. The primary interest of the study is to identify the external factors that affect reading behaviour directly or indirectly. An Integrative Model of Planned Behaviour is used as a theoretical framework, where intention is considered the main determinant for the behaviour. The study is cross-cultural, bringing the experiences of two distinct countries together. Reading attitude is investigated quantitatively, using a 5-point Likert Scale survey. 29 statements are broken down into three variables: enjoyment ( statements 4-13), difficulty ( statements 14-22) and social reinforcement (statements 23-29). Follow-up focus group interviews investigated the perceived external factors that affect reading behaviour negatively. interview questions were also grouped under three categories: 1) General feelings about reading (experiential attitude or affect), 2) Influences from individuals, close networks or society (perceived norms) and situational or environmental restrictions affect behaviour performance (skills, knowledge, resources, other factors). The interview protocol, questions survey and row data are attached as files. Interview transcripts are saved in Finnish and Georgian languages and can be shared only upon a reasonable request. 

The benefits of recreational reading for academic success are clear. However, the full potential of recreational reading for socialisation and well-being remains untapped by young readers. Studies of young readers’ recreational reading intentions and perceived barriers to translating intentions into reading are scarce. Deaf and hard-of-hearing students have been particularly excluded from research on leisure reading. Using a mixed methods approach, this study investigates Finnish and Georgian students' attitudes towards leisure reading and the relationship between their reading intentions and actual reading. Students' engagement in recreational reading is assessed through a quantitative survey, while their attitudes and intentions towards reading are revealed through focus group interviews. The results of this study suggest that students generally have positive attitudes towards reading, regardless of their country of origin and degree of hearing loss. Furthermore, the analysis reveals a wide range of barriers to reading, the most common of which are long school days, large amounts of homework, limited free time, and preferences for other leisure activities. Some speculative findings from this study will be used as a basis for further research, particularly during Covid-19.

Working on this article was financially supported by grants from: Mannerheim League for Child Welfare (Mannerheimin Lastensuojeluliitto) and S. and A. Bovallius Foundation (S. ja A. Bovalliuksen säätiö)