References

Bishop, R. S. (1990) ‘Mirrors, Windows and Sliding Glass Doors’, Perspectives: Choosing and Using Books for the Classroom, 6(3).

Clark, C. and Rumbold, K. (2006) Reading for Pleasure: A Research Overview. London: National Literacy Trust.

Clark, C. and Teravainen-Goff, A. (2018) Mental wellbeing, reading and writing: How children and young people’s mental wellbeing is related to their reading and writing experiences. Available at: https://cdn.literacytrust.org.uk/ media/ documents/ Mental_wellbeing_reading_and_writing_2017-18_-_FINAL2_qTxyxvg.pdf [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed: 27 July 2021).

Clark, C. and Teravainen-Goff, A. (2020) Children and young people’s reading in 2019: Findings from our Annual Literacy Survey. Available at: https://cdn.literacytrust.org.uk/ media/ documents/ Reading_trends_in_2019_-_Final.pdf (Accessed: 27 July 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.

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), pp. 86–94.

Department for Education (DfE) (2013) The national curriculum in England: Key stages 1 and 2 framework document. Available at: https://assets.publishing.service.gov.uk/ government/ uploads/ system/ uploads/ attachment_data/ file/ 425601/ PRIMARY_national_curriculum.pdf (Accessed: 17 August 2021).

International Literacy Association (2018) The Case for Children’s Rights to Read. Available at: https://literacyworldwide.org/ docs/ default-source/ resource-documents/ the-case-for-childrens-rights-to-read.pdf (Accessed: 27 July 2021).

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.

McGeown, S. P., Osborne,C., Warhurt, A., Norgate, R. and Duncan, L. G. (2015) ‘Understanding children’s reading activities: reading motivation, skill and child characteristics as predictors’, Journal of Research in Reading. doi:10.1111/1467-9817.12060.

McGrane, J., Stiff, J., Baird, J., Lenkeit, J. and Hopfenbeck-Oxford, T. (2017) Progress in International Reading Literacy Study (PIRLS): National Report for England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664562/PIRLS_2016_National_Report_for_England-_BRANDED.pdf (Accessed: 19 October 2021).

Mo, J. (2019) ‘How does PISA define and measure reading literacy?’, PISA in Focus, 101, Paris: OECD Publishing. Available at: https://doi.org/ 10.1787/ efc4d0fe-en (Accessed: 27 July 2021).

OECD (2010) PISA 2009 Results, Learning Trends: Changes in Student Performance Since 2000, Volume V. Available at: http://dx.doi.org/10.1787/888932360024, Figure V.5.10.

OECD (2011) ‘Reading for enjoyment, by gender and background’, in OECD (ed.) PISA 2009 at a Glance. Paris: OECD Publishing.

OECD (2021) 21st-century readers: Developing literacy skills in a digital world. Paris: OECD Publishing.

Orkin, M., Potts, M., Wolf, M., May, S. and Brand, E. (2018) ‘Beyond Gold Stars: Improving the Skills and Engagement of Struggling Readers through Intrinsic Motivation’, Reading & writing quarterly, 34(3), pp. 203–217. doi: 10.1080/10573569.2017.1387834.

Sullivan, A. and Brown, M. (2015) ‘Reading for pleasure and progress in vocabulary and Mathematics’, British Educational Research Journal, 41(6), pp. 971–991.

Whitten, C. Labby, S. and Sullivan, S. (2016) ‘The impact of Pleasure Reading on Academic Success’, The Journal of Multidisciplinary Graduate Research, 2(4) pp. 48–64.

Britton, J. (1970) Language and Learning. London: Penguin.

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.

Cremin, T., Mottram, M., Powell, S., Collins R. and Safford K. (2014) Building Communities of Engaged Readers: Reading for Pleasure. London and NY: Routledge.

Crum. M. (2019) ‘Sorry, Ebooks. These 9 Studies Show Why Print Is Better’, Huffington Post.Available at: https://www.huffpost.com/ entry/ print-ebooks-studies_n_6762674 (Accessed: 17 August 2021).

European Commission (2012) EU High Level Group of Experts on Literacy: Final Report. Luxembourg: Publications Office of the European Union. Available at:https://op.europa.eu/ en/ publication-detail/ -/ publication/ 96d782cc-7cad-4389-869a-bbc8e15e5aeb (Accessed: 17 August 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) pp. 86–94.

Hempel-Jorgensen, A. and Cremin, T. (forthcoming) ‘An intersectionality approach to understanding ‘boys’ engagement with reading’, International Journal of Qualitative Studies in Education.

Iser, W. (1978) The Act of Reading. Baltimore, MD,:Johns Hopkins University Press.

Kuzmičová, A. and Bálint, K. (2019) ‘Personal Relevance in Story Reading: A Research Review’, Poetics Today, 40(3), pp. 429–451.

Kucirkova, N. and Cremin, T. (2020) Children Reading for Pleasure in the Digital Age: Mapping Reader Engagement. London: Sage.

Kuzmičová, A. and Cremin, T. (2021) ‘Different fiction genres take children’s memories to different places’, Cambridge Journal of Education. doi: 10.1080/0305764X.2021.1937523.

Littleton, K. & Mercer, N. (2013) Interthinking: Putting talk to work. London: Routledge.

McGeown, S., Norgate, R. & Warhurst, A. (2012) ‘Exploring intrinsic and extrinsic reading motivation among very good and very poor readers’, Educational Research, 54(3), pp. 309–322. doi: 10.1080/00131881.2012.710089.

Moss, G. and McDonald, J. W. (2004) ‘The borrowers: library records as unobtrusive measures of children’s reading preferences’, Journal of Research in Reading, 27, pp. 401–412.

Munzer, T., Miller, A., Weeks, H., Kaciroti, N. and Radesky, J. (2019) ‘Differences in Parent-Toddler Interactions With Electronic Versus Print Books’, Pediatrics, 143 (4), e20182012. doi: https://doi.org/ 10.1542/ peds.2018-2012

O’Donnell, B. and Hallam, S. (2014) ‘Read for my school: digital versus paper books’, London book fair conference. London, 2 April.

Orkin, M., Pott, M., Wolf, M., May, S. and Brand, E. (2018) ‘Beyond gold stars: Improving the skills and engagement of struggling readers through intrinsic motivation’, Reading and Writing Quarterly, 34(3), pp. 203–217.

Rosenblatt, L. (1994) The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Illinois: Southern Illinois University Press.

Ross, C. S., McKechnie, L. and Rothbauer, P. M. (2006) Reading Matters: What research reveals about reading, libraries and community. Westport: Libraries Unlimited.

Strouse, G. and Ganea. P. (2017) ‘A print book preference: caregivers report higher child enjoyment and more adult-child interactions when reading print than electronic books’, International Journal of Child Computer Interaction, 12, pp. 8–15. doi: https://doi.org/10.1016/j.ijcci.2017.02.001

Topping, K., Duran, D. and Van Keer, H. (2016) Using peer tutoring to improve reading skills: A practical guide for teachers. London & New York: Routledge.

Therman, C. (2008) ‘Remindings, understanding and involvement: a close reading of the content and context of remindings’ in Auracher, J. (ed.) New beginnings in literary studies. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 352–371.

Torday, P. (no date) ‘Author spotlights – Piers Torday’. Interview with The Open University Reading for Pleasure. Available at: https://ourfp.org/ author_spotlight/ piers-torday/ (Accessed: 17 August 2021).

UNESCO (2017) Literacy Rates Continue to Rise from One Generation to the Next: Fact Sheet 45. Available at: http://uis.unesco.org/ sites/ default/ files/ documents/ fs45-literacy-rates-continue-rise-generation-to-next-en-2017_0.pdf (Accessed: 29 July 2021).

Bishop, R. S. (1990) ‘Mirrors, Windows and Sliding Glass Doors’, Perspectives: Choosing and Using Books for the Classroom, 6(3).

Boyd, F., Causey, L. and Galda, L. (2015) ‘Culturally Diverse Literature: Enriching Variety in an Era of Common Core State Standards’, The Reading Teacher, 68(5) pp. 378–387.

Bruner, J. (1990) Acts of Meaning Cambridge. MA: Harvard University Press.

Engle, S. (2005) ‘The narrative worlds of what is and what if’, Cognitive Development, 20, pp. 514–525.

Hardy, B. (1977) ‘Towards a poetics of fiction: an approach through narrative’, in Meek, M.,, Warlow, A., and Barton, G. (eds.) The Cool Web. London: Bodley Head.

Mathis, J. (2016) ‘Literature and the Young Child: Engagement, Enactment, and Agency From a Sociocultural Perspective’, Journal of Research in Childhood Education, 30(4), pp. 618–629.

Persiani-Becker, K. (2011) ‘Gender, Sexuality, and Equity’, in Gopalakrishnan, A. (ed.) Multicultural Children’s Literature: A Critical Issues Approach’. Thousand Oaks: Sage, pp. 101–126.

Potter, J. and Cowen, K. (2020) ‘Playground as meaning-making space: Multimodal making and re-making of meaning in the (virtual) playground’, Global Studies of Childhood, 10(3), pp. 248–263.

Rosen, H. (1988) ‘The irrepressible genre’, in Maclure, M., Phillips, T. and Wilkinson, A. (eds) Oracy Matters. Milton Keynes: Open University Press.

Rutsch, E. (2010) Empathy Documentary - Barack Obama Promotes Empathy from Books and Literacy. 28 August. Available at: https://www.youtube.com/watch?v=tg_qt_P8B40 (Accessed: 27 September 2021).

Ted (2009) The danger of a single story | Chimamanda Ngozi Adichie. 7 October. Available at: https://www.youtube.com/ watch?v=D9Ihs241zeg&t=11s (Accessed: 30 July 2021).

Tsao, Ya-Lun (2008) ‘Gender issues in young children’s literature’, Reading improvement, 45(3), p. 108.

Best, E. Clark, C. and Picton, E. (2020) Diversity and Children and Young People’s reading in 2020. Available at: https://literacytrust.org.uk/research-services/research-reports/diversity-and-children-and-young-peoples-reading-in-2020/ (Accessed: 6 August 2021).

Bishop, R. S. (1990) ‘Mirrors, Windows and Sliding Glass Doors’, Perspectives: Choosing and Using Books for the classroom, 6(3), ix–xi.

Cremin, T. Mottram, M. Powell, S, Collins R and Safford K. (2014) Building Communities of Engaged Readers: Reading for Pleasure. London and NY: Routledge.

Cremin, T. Mottram, M. Powell, S, Collins R and Drury, R. (2015) Researching Literacy Lives: Building home school communities. London and NY: Routledge.

Clark, C. and Teravainen, A. (2015a) Teachers and Literacy: Their perceptions, understanding, confidence and awareness. Available at: https://cdn.literacytrust.org.uk/ media/ documents/ 2015_11_03_free_research_-_teachers_and_literacy_2015_0EcH766.pdf (Accessed: 6 August 2021).

Clark, C. and Teravainen, A. (2015b) Children’s and Young People’s Reading in 2014. Findings from the 2014 National Literacy Trust’s annual survey. Available at: https://cdn.literacytrust.org.uk/ media/ documents/ 2015_05_20_free_research_-_children_reading_2014_OSmeOgX.pdf (Accessed: 6 August 2021).

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.

CLPE (2020) Reflecting Realities. Survey of Ethnic Representation within UK Children’s Literature 2019. Available at: https://clpe.org.uk/ system/ files/ CLPE%20Reflecting%20Realities%202020.pdf(Accessed: 6 August 2021).

Collins, F. and Drury, R. (2015) ‘Developing knowledge about the children’, in Cremin, T. Mottram, M., Collins, F., Powell, S. and Drury, R. (eds.) Researching Literacy Lives. London: Taylor and Francis. doi: 10.4324/9781315772820.

Gambrell, L. (2011) ‘Seven Rules of Engagement: What's Most Important to Know About Motivation to Read’, Reading Teacher, 65(3), pp. 172–178

Griffith, P. E. (2010) ‘Graphic novels in the secondary classroom and school libraries’, Journal of adolescent and Adult Literacy, 54(3), pp. 181–189.

Guthrie, J. T. and Davis, M. H. (2003) ‘Motivating struggling readers in middle school through an engagement model of classroom practice;, Reading & writing quarterly, 19(1), pp. 59–85. doi: 10.1080/10573560308203.

Little, S. (2021) ‘Rivers of multilingual reading: exploring biliteracy experiences among 8-13-year old heritage language readers’, Journal of Multilingual and Multicultural Development, doi: 10.1080/ 01434632.2021.1882472 

Ng, C. (2018) ‘Using student voice to promote reading engagement for economically disadvantaged students’, Journal of Research in Reading, 41(4), pp. 700–715.

Roche, M. (2014) Developing Children's Critical Thinking through Picturebooks: A Guide for Primary and Early Years Students and Teachers. Abingdon: Routledge.

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 (Accessed: 15 September 2021).

Cremin, T, (2019) Reading Communities, what how and why. Available at https://cdn.ourfp.org/ wp-content/ uploads/ 20210301105855/ Reading_Communities_TCremin_2019.pdf?_ga=2.134846385.1937271030.1633344484-218333398.1633344484 (Accessed 14 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.

Burns, M., Senesac, B. and Silberglitt , B. (2008) ‘Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study’, Literacy Research and Instruction, 47(1), pp. 27–37. doi: 10.1080/ 19388070701750171

Commeyras, M., Bisplinghoff, B. S. and Olson, J. (2003) Teachers as Readers. Newark: IRA.

Cremin, T. (2019) ‘Teachers as readers and writers’, in Bowers, V. (ed.) Debates in Primary Education. London: Routledge.

Cremin, T. (2021a) ‘Building Reading Communities’, in Gill, A., Stephenson, J. and Waugh, D. (eds.) Developing a Love of Reading and Books. London: Learning Matters, Sage.

Cremin, T. (2021b) ‘The red thread of reading for pleasure: Reading Teachers’, Books for Keeps. Available at:https://booksforkeeps.co.uk/ article/ the-red-thread-of-reading-for-pleasure-reading-teachers/ (Accessed: 16 September 2021).

DfE (2021) The Reading Framework: Teaching the foundations of literacy. London: DfE.

Gildersleeves, L. (2012) ‘Do school libraries make a difference? Some considerations on investigating school library impact in the United Kingdom’, Library Management, 33(67), pp. 403–413.

Great School Libraries (GSLC) (2019) Great School Libraries Survey Findings and Update on Phase 1. Available at: https://d824397c-0ce2-4fc6-b5c4-8d2e4de5b242.filesusr.com/ ugd/ 8d6dfb_a1949ea011cd415fbd57a7a0c4471469.pdf (Accessed: 16 September 2021).

Kucirkova, N. and Cremin, T. (2017) ‘Personalised reading for pleasure with digital libraries: Towards a pedagogy of practice and design’, Cambridge Journal of Education, pp. 1-19.Available at: http://dx.doi.org/ 10.1080/ 0305764X.2017.1375458 (Accessed: 1 October 2021).

Loh, C., Ellis, M., Paculdar, A. and Wan, Z. (2017) ‘Building a successful reading culture through the school library: A case study of a Singapore secondary school’, International Federation of Library Associations and Institutions, 43(4), pp.335-347. doi: DOI/ 10.1177/ 0340035217732069.

Merga, M. K. (2016) ‘“I don’t know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined’, English in Education, 50(3), pp. 255–269.

Morrow-Howell, N., Jonson-Reid, M., McCrary, S., Lee, Y. and Spitznagel, E. (2009) Evaluation of Experience Corps: Student Reading Outcomes.Washington, DC: Center for Social Development.

Orkin, M., Pott, M., Wolf, M., May, S. and Brand, E. (2018) ‘Beyond Gold Stars: Improving the Skills and Engagement of Struggling Readers through Intrinsic Motivation’, Reading & Writing Quarterly, 34(3), pp. 203–217.

Rudkin, G and Wood, C. (2019) Understanding the Impact and Characteristics of School Libraries and Reading Spaces. Nottingham Trent University.

Teravainen, A. and Clark, C. (2017) School Libraries: A literature review of current provision and evidence of impact. London: National Literacy Trust.

Tonne, I. and Pihl, J. (2012) ‘Literacy education, reading engagement, and library use in multilingual classes’, Intercultural Education, 23(3), pp. 183–194.

Tracey, B., Hornery, S., Seaton, M., Craven, R. and Seeshing Yeung, A. (2014) ‘Volunteers Supporting Children With Reading Difficulties in Schools: Motives and Rewards’, School Community Journal, 24(1).

Todd, T. (2021) The Future of Primary School Libraries. Available at: https://cdn.literacytrust.org.uk/ media/ documents/ The_Future_of_Primary_School_Libraries.pdf (Accessed: 12 January 2022).

Williams, D., Wavell, C. and Morrison, K. (2013) ‘Impact of school libraries on learning: Critical review of published evidence to inform the Scottish education community’. Aberdeen, Scotland: Robert Gordon University.

de Bondt, M., Willenberg, I. A. and Bus, A. G. (2020) ‘Do book giveaway programs promote the home literacy environment and children’s literacy-related behavior and skills?’, Review of Educational Research, 90(3), pp. 349–375. doi: https://doi.org/10.3102/0034654320922140.

Cremin, T. (2019) Reading Communities, what how and why. Available at: https://cdn.ourfp.org/ wp-content/ uploads/ 20210301105855/ Reading_Communities_TCremin_2019.pdf?_ga=2.134846385.1937271030.1633344484-218333398.1633344484 (Accessed 14 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.

David, A. (2020) Reading to children is so powerful, so simple and yet so misunderstood. Available at: https://www.teachearlyyears.com/ learning-and-development/ view/ reading-to-children-is-powerful-simple-and-yet-so-misunderstood (Accessed: 16 September 2021).

Evans, M. D. R., Kelley, J., Sikora, J. and Treiman, D. J. (2010) ‘Family scholarly culture and educational success: Books and schooling in 27 nations’, Research in Social Stratification and Mobility, 28(2), pp. 171–197.

Hall, M., Levy, R. and Preece, J. (2018) ‘“No-one would sleep if we didn’t have books!”: Understanding shared reading as family practice and family display’, Journal of Early Childhood Research,16(4), pp. 363–377.

Hindin, A., Steiner, L. and Dougherty, S. (2017) ‘Building Our Capacity to Forge Successful Home-School Partnerships: Programs That Support and Honor the Contributions of Families’, Childhood Education, 93(1), pp. 10–19.

Kinzer, C., Leu, D. and Peters M. (2016) ‘New literacies and new literacies within changing digital environments’, in Peters, M. (ed) The encyclopaedia of educational philosophy and theory. London: Springer.

Knoester, M. and Plikuhn, M. (2016) ‘Influence of siblings on out‐of‐school reading practices’, Journal of research in reading, 39(4), pp. 469–485.

Kucirkova, N. and Littleton, K. (2016) The Digital Reading Habits of Children: A National Survey of Parents’ Perceptions of and Practices in Relation to Children’s Reading for Pleasure with Print and Digital Books. London: Book Trust.

Levy, R. (2011) Young Children Reading at Home and at School. London: Sage

Little, S. (2021) ‘Rivers of multilingual reading: exploring biliteracy experiences among 8-13-year old heritage language readers’, Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2021.1882472.

Mackey, M. (2021) ‘Access, Choice, and Time to Read: A Reader-Driven Perspective on Social Justice’. OU literacy and Social Justice centre seminar. 12 May.

Mallette, M. and Barone, D. (2016) ‘Unite for Literacy: An Interview with Mark W.F. Condon’, The Reading Teacher, 69(5), pp. 471–481.

Marsh, J. (2003) ‘One-way Traffic? Connections between Literacy Practices at Home and in the Nursery’, British Educational Research Journal, 29, pp. 369–382.

Maybin, J. (2007) ‘Literacy under and over the desk: oppositions and heterogeneity’, Language and Education, 21(6), pp. 515–530.

McGrane, J., Stiff, J., Baird, J., Lenkeit, J. and Hopfenbeck-Oxford, T. (2017) Progress in International Reading Literacy Study (PIRLS): National Report for England. Available at: https://assets.publishing.service.gov.uk/ government/ uploads/ system/ uploads/ attachment_data/ file/ 664562/ PIRLS_2016_National_Report_for_England-_BRANDED.pdf (Accessed: 16 September 2021).

National Literacy Trust (NLT) (2019) Gift of reading: children's book ownership in 2019. Available at: https://literacytrust.org.uk/ research-services/ research-reports/ gift-reading-childrens-book-ownership-2019/ (Accessed: 7 October 2021).

Nicholas, M. and Paatsch, L. (2018) ‘Mothers’ views on shared reading with their two-year olds using printed and electronic texts: Purpose, confidence and practice’, Journal of Early Childhood Literacy. doi: 146879841879261.

Picton, I., Clark, C. and Judge, T. (2020) Video game playing and literacy: a survey of young people aged 11 to 16. A National Literacy Trust research report. Available at: https://cdn.literacytrust.org.uk/ media/ documents/ Video_game_playing_and_literacy_report_final_updated.pdf (Accessed 16 September 2021).

UNICEF (2021) COVID-19: Schools for more than 168 million children globally have been completely closed for almost a full year, says UNICEF [Press release]. 2 March. Available at: https://www.unicef.org/ press-releases/ schools-more-168-million-children-globally-have-been-completely-closed (Accessed: 16 September 2021).

Wiescholek, S., Hilkenmeier, J., Greiner, G. and Buhl, H. (2018) ‘Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills’, Reading Psychology, 39(1), pp. 41–68.

Worthy, J., Nuñez, I. and Espinoza, K. (2016) ‘“Wow, I Get to Choose Now!” Bilingualism and Biliteracy Development from Childhood to Young Adulthood’, Bilingual Research Journal, 39(1), pp. 20–34.

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.

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).