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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.
List of contents
Reading for Pleasure: Exploring the Concept, the Causes and Consequences
Part I: Understanding Readers 1. Reading Motivation: Embracing Multiple Perspectives 2. Girls and Boys as Readers: Challenging Binary Beliefs 3. Reading Identities and Recreational Reading
Part II: The Nature of Texts 4. Sensory Literacies to Foster Reading for Pleasure 5. Fiction Books and Benefits to Wellbeing 6. Connected Digital Reading among Adolescents
Part III: Pedagogies and Practices Conducive to Reading for Pleasure 7. Agency within Pleasure Reading 8. Informal Book Talk 9. Shared Reading Aloud
Part IV: Environments Conducive to Reading for Pleasure 10. Home, Parents and Siblings 11. School Libraries: A Systematic Review 12. Lifelong Reading Journeys 13. Reading Communities: A Pluralist Perspective Conclusion and Reflections for Research, Practice and Policy
About the author
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.
Summary
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.
