‘Where would you be in the picture?’

Using reader-response with children in primary school

Datos Bibliográficos

ID21722237
AutoresLexie Scherer (0000-0003-4990-8928, University of Portsmouth, autor de correspondencia)
Año2022
Volumen22
Número2
Páginas182-206
Fecha de publicación2022-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Early Childhood Literacy (JOURNAL)
Identificadores de la revistaISSN: 1468-7984 • E-ISSN: 1741-2919
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/1468798420913991
OpenAlexW3014890074
IdiomaEN
Citas recibidas4
Referencias citadas25

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

Developmental psychology · Early childhood · Early childhood education · Learning to read · Linguistics · Literacy · Mathematics education · Multiculturalism · Pedagogy · Picture books · Qualitative research · Social science · Sociology · Visual arts · Children's Rights and Participation · Early Childhood Education and Development · Multilingual Education and Policy · Psychology