Reading and Writing for Pleasure : An Evidence-informed Framework for Practice

Reading and writing for pleasure represent issues of global concern and interest in policy, research and practice, underpinned by evidence illustrating their importance for young people’s academic, social and emotional experiences and outcomes. In the face of a sustained decline in children’s enjoyment in both reading and writing, this highly significant book presents findings from a three-year study of research and practice that nurtures young people’s engagement as readers and writers.

The book offers a rich understanding of the study, highlighting the commonalities and synergies identified from the research literature and diverse practice contexts. It introduces a new and powerful Reading and Writing Framework for Practice for schools and charitable literacy programmes. The authors offer practical strategies and recommendations throughout for practitioners, researchers and policy makers who wish to advance this agenda in their own contexts. Areas covered include:

• The nature of reading and writing for pleasure
• Literate identities
• Motivating readers and writers
• Social interactions
• Role models and connected communities
• Future research, practice and policy

This field-defining text is a key resource for all those committed to halting the decline in young people’s engagement as volitional readers and writers.

Teresa Cremin is Professor of Education, and co-director of The Open University’s Literacy and Social Justice Centre. Her research focuses on volitional reading and writing, teachers’ and children’s literate identities and practices and creative pedagogies.

Helen Hendry is Senior Lecturer in Education (Primary) at The Open University and co-director of the Literacy and Social Justice Centre. Her research centres on early years’ pedagogy, reading for pleasure and teacher professional development.

Liz Chamberlain is Emerita Professor and past co-director of The Open University’s Children’s Research Centre. Her research explores the knowledge intersection between practice, learners and practitioners through the lens of literacy education.

Samantha Jayne Hulston is a Research Associate at The Open University. Her research focuses on young children’s embodied engagement with stories and the role of teachers in supporting children’s playful exploration of texts.