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Cited by 142Literacy and Educational PracticesReading and Literacy DevelopmentParental Involvement in Education

Building Communities of Engaged Readers: Reading for pleasure

Cremin, Teresa, Mottram, Marilyn, Collins, Fiona M., Powell, Sacha, Safford, Kimberly·2014·Routledge eBooks
DOI 10.4324/9781315772585
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Abstract

Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers: Reading for Pleasure provides an inspiring and accessible account of a two phase UKLA collaborative research and development project that achieved these goals. \n \nUniquely, the book highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. \n \nExamining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: \n•\ta shared concept of what it means to be a reader in the 21st century \n•\tconsiderable teacher and child knowledge of children’s literature and other texts \n•\tpedagogic practices which acknowledge and develop diverse reader identities \n•\tspontaneous ‘inside-text talk’ on the part of all members \n•\ta shift in the focus of control and new social spaces that encourage choice and children’s rights as readers \n \n \nRevealing the findings of the OU and UKLAs high profile Teachers as Readers study, the book also offers a wealth of strategies for developing communities of readers in and beyond the classroom. It explores how rich reader relationships can be built, and how reading communities who choose to read for pleasure can be fostered. \nKey findings explored include the significance of : \n•\tTeachers’ knowledge of children’s literature and other texts \n•\tTeachers’ knowledge of children as readers, their practices and preferences \n•\tA reading for pleasure pedagogy \n•\tBeing a Reading Teacher- a teacher who reads and a reader who teachers \n•\tBuilding reciprocal and interactive communities of readers

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  • Differences in the frequency with which young people read may help to explain gender and socio-economic achievement gaps.

    “Research suggests that differences in frequency with which young people read may help to explain gender and socio-economic achievement gaps (Brozo et al, 2007;Cremin et al, 2014;Krashen et al 2012;Sullivan and Brown, 2015).”

    From The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study (2019) · cites this paper as Cremin et al, 2014

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Authors
Cremin, T., Mottram, M., Collins, F. M., Powell, S., & Safford, K.
ORCID
Venue
Routledge eBooks
Publisher
Routledge
Published
2014-06-20
DOI
10.4324/9781315772585
OpenAlex
W4238044045
Cited by
142
References
0
Citations by year
2026: 14 · 2025: 12 · 2024: 17 · 2023: 12 · 2022: 16 · 2021: 9 · 2020: 13 · 2019: 26 · 2018: 12 · 2017: 6 · 2016: 2 · 2015: 2 · 2013: 1
FWCI
5.35
Type
book
Language
en
Open access
closed
Locations
  • Routledge eBooks (publishedVersion)
  • Open Research Online (The Open University) (acceptedVersion)
Topics
  • Social Sciences › Education › Literacy and Educational Practices
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Education › Parental Involvement in Education
Keywords
reader engagement, reading communities, reading instruction, literacy

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