Reading for Pleasure
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  • Broschiertes Buch

Growing evidence of the vital role reading for pleasure plays in children and young people's academic outcomes and socio-emotional wellbeing has placed it high on the agenda in both educational policy and practice.
This valuable collection draws upon a range of disciplinary perspectives and methodological approaches, to explore how reading for pleasure is experienced and enacted, and highlights the implications and benefits of such volitional reading in the lives and learning of children and young people. It offers contributions from leading international researchers on current evidence and…mehr

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Produktbeschreibung
Growing evidence of the vital role reading for pleasure plays in children and young people's academic outcomes and socio-emotional wellbeing has placed it high on the agenda in both educational policy and practice.

This valuable collection draws upon a range of disciplinary perspectives and methodological approaches, to explore how reading for pleasure is experienced and enacted, and highlights the implications and benefits of such volitional reading in the lives and learning of children and young people. It offers contributions from leading international researchers on current evidence and literature within the field, identifying the causes and consequences of reading for pleasure, and framing this within the context of understanding readers and applying this to developing effective pedagogical practices. With chapters examining how we may shape the reading experience, this book is divided into four sections:
Understanding readers, including factors such as motivation, gender and identityThe nature of texts, including fiction, sensory and digital textsPedagogies and practices, exploring agency, book talk and reading aloudEnvironments conducive to reading for pleasure, including homes, school libraries, classrooms and communities
Presenting diverse and interdisciplinary perspectives, this will be a key text for researchers, teacher educators and policy-makers who wish to become better informed in their thinking, discourse and practice when supporting children and young people in learning to read for pleasure.
Autorenporträt
Teresa Cremin is Professor of Education (Literacy) and Co-Director of the Literacy and Social Justice Centre at The Open University in the United Kingdom. Her conceptual and pedagogic research focuses on the social and relational nature of children's volitional reading and teachers' knowledge, practice and identities as readers and writers. Sarah McGeown is Professor of Literacy and Director of the Literacy Lab at the University of Edinburgh in the United Kingdom. Her research focuses on understanding and supporting children and young people's reading motivation, engagement and affective reading experiences.