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

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References

Cliff-Hodges, G. (2010) ‘Rivers of reading: Using critical incident collages to learn about adolescent readers and their readership’, English in Education, 44(3), pp. 181–200.
Commeyras, M., Bisplinghoff, B. S. and Olson, J. (2003) Teachers as Readers. Newark: IRA.
Collins, F. and Safford, K. (2008) ‘“The right book to the right child at the right time”: Primary Teacher Knowledge of Children's Literature’, Changing English, 15(4), pp. 415–422. doi: https://doi.org/ 10.1080/ 13586840802493068 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .
Cremin, T. (2019) ‘Teachers as readers and writers’, in Bowers, V. (ed.) Debates in Primary Education. London: Routledge.
Cremin, T. (2021) ‘The red thread of reading for pleasure: determinedly sharing the joy’, Books for Keeps, May, No. 248, pp. 3–5. Available at: https://content.yudu.com/ web/ 1mjdv/ 0A1mjdx/ BfKNo248May2021/ html/ index.html?page=2&origin=reader (Accessed: 21 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.
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DfE (2021) Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five EYFS reforms. Available at: https://assets.publishing.service.gov.uk/ government/ uploads/ system/ uploads/ attachment_data/ file/ 974907/ EYFS_framework_-_March_2021.pdf (Accessed: 21 September 2021).
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Scholes, L. (2021) ‘Year 3 boys’ and girls’ enjoyment of reading across economic demographics in Australia. Implications for boys and students from lower SES communities’, International Journal of Inclusive Education. doi: 10.1080/ 13603116.2021.1941319.
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Wilhelm, J. (2016) ‘Recognising the power of pleasure: “What engaged adolescent readers get from their free-choice reading, and how teachers can leverage this for all”, Australian Journal of Language and Literacy, 39(1).