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Children as readers: what we learn from their conversations about reading
Abstract
This article analyses a conversation about reading with three Year 8 students. Drawing on sociocultural theories of learning and elements of discourse analysis, it explores not only details of what the students read, but also how the process of the conversation itself shapes their perception of themselves as readers. Analysis of the data suggests that close attention to conversations such as these can affect our understanding of young readers and the reading practices in which they engage, in ways which may be valuable for classroom teachers of English.
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“Participatory research through immersive story worlds holds the potential to make visible some of the hidden mental processes of children's story engagement that have proved so elusive to adult research (Tatar, 2009, p. 10; Schwebel, 2016, p. 283; Hodges, 2009, p. 183).”
From Agency and Intra-textual Co-creation in Punchdrunk Enrichment’s Immersive Story Worlds for Children (2024) · cites this paper as Hodges, 2009
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 15
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- Alldred P., 2005, Researching children's experience, 175
- Bakhtin M. M., 1986, Speech genres and other late essays
- Chambers A., 1985, Booktalk: Occasional writing on literature and children
- Clark C., 2007, Children's and young people's reading habits and preferences: The who, what, why, where and when. Literacy Trust
- 2001, Framework for teaching English: Years 7, 8 and 9
- Fry D., 1985, Children talk about books: Seeing themselves as readers
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- 10.4324/9780203464984 · DOI
- Pennac D., 1994, Reads like a novel
- Spufford F., 2002, The child that books built: A memoir of reading and childhood
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- Watson V., 2000, Reading series fiction: From Arthur Ransome to Gene Kemp
Cited by
Sorted by citations
Agency and Intra-textual Co-creation in Punchdrunk Enrichment’s Immersive Story Worlds for Children
Osborne, G. (2024) · Children's Literature in Education · doi:10.1007/s10583-023-09533-z · Cited by 1
“We then had to write a story about who could have owned the button before us” (‘Our Fun’, 2009).”
Influential
Metadata
- Authors
- Hodges, G. C.
- Affiliations
- University of Cambridge (GB)
- Corresponding author
- Hodges, Gabrielle Cliff
- Venue
- Education 3-13
- Publisher
- Informa UK Limited
- Published
- 2009-05
- Volume
- 37
- Issue
- 2
- Pages
- 165-176
- ISSN
- 0300-4279 (ISSN-L)
- 1475-7575
- OpenAlex
- W1970663368
- Cited by
- 8
- References
- 0
- Citations by year
- 2023: 2 · 2022: 1 · 2020: 3
- FWCI
- 2.83
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education 3-13 (publishedVersion)
- Topics
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Education › Linguistics and Education Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- young readers, reading practices, sociocultural theory, eighth grade students
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- Hodges, G. C. (2009). Children as readers: what we learn from their conversations about reading. Education 3-13. https://doi.org/10.1080/03004270802168608
