Reading for Pleasure Practices in School: Children's Perspectives and Experiences

Autor/inn/en	Oxley, Emily; McGeown, Sarah
Titel	Reading for Pleasure Practices in School: Children's Perspectives and Experiences
Quelle	In: Educational Research, 65 (2023) 3, S.375-391 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oxley, Emily) ORCID (McGeown, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2023.2236123
Schlagwörter	Foreign Countries; Recreational Reading; Elementary School Students; Student Attitudes; Childrens Attitudes; Reading Attitudes; Reading Instruction; Instructional Effectiveness; Independent Reading; Reading Aloud to Others; Diaries; Technology Uses in Education; Books; Rewards; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Häusliche Lektüre; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Leseunterricht; Unterrichtserfolg; Freies Lesen; Diary; Tagebuch; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Book; Buch; Monographie; Monografie; Reward; Belohnung
Abstract	Background: In many educational systems internationally, promoting reading for pleasure (RfP) is embedded within curricula and practice. Primary school teachers regularly and routinely engage in activities designed to encourage and sustain children's reading enjoyment. However, what are children's perspectives and experiences of these different practices? Purpose: This study sought to: (i) identify relevant research aligned with common classroom RfP practices and (ii) understand children's perspectives and experiences of these. Methods: For (i), a literature review was undertaken to identify research relevant to RfP practices. For (ii), a total of 59 children (51% female) aged 8-11 from four demographically diverse UK schools (2 in Scotland, 2 in England) participated in individual or small group interviews, depending on their preference, to discuss their RfP perspectives and experiences. Data were analysed qualitatively. Findings: The analysis indicated the diversity of children's perspectives and experiences of RfP practices. It allowed exploration of a range of experiences in relation to independent reading, teacher read-alouds, book-talk, reading diaries, quality of book provision, use of technology, annual events and the use of rewards. Conclusions: This study provides insight into children's perspectives and experiences in relation to common classroom practices designed to promote RfP. It points to the need for more research to support teachers' understanding of the effectiveness of these different practices, and the ways in which they can be enacted to optimise children's reading experiences and outcomes. Indeed, it draws attention to a disconnect between classroom practice and academic research, raising important issues around classroom practice informing research priorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01