‘Where would you be in the picture’: using reader-response with children in the primary school
Research output: Contribution to journal › Article › peer-review
This paper explores learning to read for minority children who are emergent readers (aged 6–7). The research took place in a multicultural, multi-faith inner city primary school. The research concerned children learning to read and the meanings they made of the books they learnt to read with. The article concludes that using reader-response with young children can help us understand children’s worlds and lived experiences with reading and learning to read at school. The combination of harnessing reader-response in qualitative, sociological research, which brings together concepts from literature studies, and methodologies from the Sociology of Childhood is a novel approach explored here. The article contributes to new knowledge around the issue of involving children in the teaching and learning of literacy from children’s own perspectives.
| Original language | English |
|---|---|
| Number of pages | 25 |
| Journal | Journal of Early Childhood Literacy |
| Early online date | 2 Apr 2020 |
| DOIs | |
| Publication status | Early online - 2 Apr 2020 |
Documents
- Where_would_you_be_in_the_picture_JECL
Rights statement: Lexie Scherer, 'Where would you be in the picture': using reader-response with children in the primary school, Journal of Early Childhood Literacy. Online first. Copyright 2020 © The Author(s). DOI: 10.1177/1468798420913991.
Accepted author manuscript (Post-print), 534 KB, PDF document
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