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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.
DfE (2020) Reviewing Early Reading Provision: Overview. The English Hubs, DfE: London.
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).
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).
Kucirkova, N. & Cremin, T. (2020) Children Reading for Pleasure in the Digital Age: Mapping Reader Engagement. London: Sage.
Meek, M. (1998) ‘Important reading lessons’, in Cox, B. (ed.) Literacy is not Enough Essays on the importance of reading. Manchester, Manchester University Press and Book Trust, pp. 116–124.
OECD (2019) PISA 2018 Results (Volume II): Where All Students Can Succeed. Available at: https://doi.org/ 10.1787/ b5fd1b8f-en (Accessed: 8 October 2021).
Powell, S. (2014) ‘Influencing children’s attitudes, motivation and achievement’, in Cremin, T., Mottram, M., Powell, S., Collins, R. and Safford K. (eds.) Building Communities of Engaged Readers: Reading for Pleasure. London and NY: Routledge, pp. 128–146.
Sullivan, A. and Brown, M. (2015) ‘Reading for pleasure and progress in vocabulary and mathematics’, British Educational Research Journal, 41(6) pp. 971–991.
Scholes, L. (2017) ‘Books are boring! Books are fun! Boys’ polarized perspectives on reading’, Boyhood Studies, 10(2), pp. 77–98.
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.
Rose. S., Twist, L., Lord, P., Rutt, S., Badr, K., Hope, C. and Styles, B. (2021) Impact of school closures and subsequent support strategies on attainment and socio-emotional wellbeing in Key Stage 1: Interim Paper 1. Education Endowment Foundation. Available at: https://educationendowmentfoundation.org.uk/ public/ files/ Publications/ Covid-19_Resources/ Impact_of_school_closures_KS1_interim_findings_paper_-_Jan_2021.pdf (Accessed: 21 September 2021).
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).