Skip to main content

About this free course

Download this course

Share this free course

Developing Reading for Pleasure: engaging young readers
Developing Reading for Pleasure: engaging young readers

Start this free course now. Just create an account and sign in. Enrol and complete the course for a free statement of participation or digital badge if available.

References

Beck, I. L, McKeown, M. G. and Kucan, L. (2002) Bringing words to life: robust vocabulary instruction. New York: The Guilford Press.
Biddle, J. (2019) Pupil recommendation shelf by Jon Biddle. Available at: https://cdn.ourfp.org/ wp-content/ uploads/ 20210224131424/ JonBiddle-recommendationsshelf-HH.pdf?_ga=2.144616957.99607622.1631632154-2042065285.1627299352 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed: 15 September 2021).
Cremin, T., Mottram, M., Powell, S., Collins, R. and Safford, K. (2014) Building Communities of Engaged Readers: Reading for pleasure. London and NY: Routledge.
Farshore (2020) Children’s Reading for Pleasure. Available at: http://s28434.p595.sites.pressdns.com/ site-farshore/ wp-content/ uploads/ sites/ 46/ 2021/ 03/ Reading-for-Pleasure-2020-Farshore.pdf (Accessed: 14 September 2021).
Guthrie, J., Wigfield, A. and You, W. (2012)‘Instructional Contexts for Engagement and Achievement in Reading’, in Christenson, S. L. et al. (eds.) Handbook of Research on Student Engagement. Springer Science+Business Media, pp. 601-634.
Hall, K. W. and Williams, L. (2010) ‘First-grade teachers reading aloud Caldecott Award-Winning books to diverse 1st graders in urban classrooms’, Journal of Research in Childhood Education, 24(298).
Heibert, E., Wilson, K. and Trainin, G. (2010) ‘Are Students Really Reading in Independent Reading Contexts? An Examination of Comprehension-Based Silent Reading Rate’, in Hiebert, E. and Reutzel, D. (eds.) Revisiting Silent Reading: New Directions for Teachers and Researchers. Newark, DE: International Reading Association, pp.151–167.
Hempel-Jorgensen, A., Cremin, T., Harris, D. and Chamberlain, L. (2018) ‘Pedagogy for reading for pleasure in low socio-economic primary schools: beyond “pedagogy of poverty”?’, Literacy, 52(2)
Hudson, A. K. and Williams, J. A. (2015) ‘Reading every single day: A journey to authentic reading’, The Reading Teacher, 68(7), pp. 530–538. doi:10.1002/trtr.1349.
Kalb, G. and Van Ours, J. C. (2014) ‘Reading to young children: a head-start in life?’, Economics of Education Review, 40, pp. 1–24.
Kuhn, M., Schwanenflugen, P. and Meisinger, E. (2010) ‘Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency’, Reading Research Quarterly, 45(2), pp. 230–251.
McClure, E. L. and Fullerton, S. K. (2017) ‘Instructional Interactions: Supporting students’ reading development through interactive read-alouds of informational texts’, The Reading Teacher, 71(1), pp. 51–59.
McQuillan, J. (2019) ‘The Inefficiency of Vocabulary Instruction’, International Electronic Journal of Elementary Education, 11(4), pp. 309–318.
Merga, M. K. (2017) ‘What motivates avid readers to maintain a regular reading habit in adulthood?’, Australian Journal of Language and Literacy, 40(2), pp. 146–156.
Merga, K. and Ledger, S. (2018) ‘Teachers’ attitudes toward and frequency of engagement in reading aloud in the primary classroom’, Literacy, 53(3): pp. 134–142.
Merga, M., McRae, M. and Rutherford, L. (2018) ‘Adolescents’ attitudes toward talking about books: implications for educators’, English in Education, 52(1), pp. 36–53.
Moffatt, L., Heydon, R. and Iannacci, L. (2019) ‘Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms’, Journal of Early Childhood Literacy, 19(2), pp. 147–174.
Moses, L. and Kelly, L. (2018) ‘“We’re a little loud. That’s because we like to read!”: Developing positive views of reading in a diverse, urban first grade’, Journal of Early Childhood Literacy, 18(3), pp. 307–337.
Moses, L. and Kelly, L. (2019) ‘Are They Really Reading? A Descriptive Study of First Graders During Independent Reading’, Reading & Writing Quarterly, 35(4), pp. 322–338.
Moss, G. (2000) ‘Raising boys’ attainment in reading: some principles for intervention’, Reading, 34(3), pp. 101–106.
National Institute of Child Health and Human Development (2000) Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (No. NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Rodriguez Leon, L. and Payler, J. (2021) ‘Surfacing complexity in shared book reading: The role of affordance, repetition and modal appropriation in children’s participation’, Learning Culture and Social Interaction. doi: https://doi.org/10.1016/j.lcsi.2021.100496.
Stanovich, K. (1986) ‘Matthew effects in reading: some consequences of individual differences in the acquisition of literacy’, Reading Research Quarterly, 21(4), pp. 360–407.
Sullivan, A. and Brown, M. (2015) ‘Reading for pleasure and progress in vocabulary and mathematics’, British Educational Research Journal, 41(6), pp. 971–991.
Wasik, B. and Hindman, A. (2014) ‘Understanding the active ingredients in an effective preschool vocabulary intervention: an exploratory study of teacher and child talk during book reading’, Early Education and Development, 25, pp. 1035–1056.
Westbrook, J., Sutherland, J., Oakhill, J. and Sullivan, S. (2018) ‘“Just reading”: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms’, Literacy, 53(2), pp. 60–68.
Wiseman, A. (2011) ‘Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together’, Early Childhood Education Journal, 38, pp. 431–438.
Zucker, T. A., Justice, L. M., Pentimonti, J. M., Cabell, S. Q. and Kaderavek, J. (2013) ‘The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills’, Developmental Psychology, 49, pp. 1425–1439.