Children’s perspectives on reading, agency and their environment: what can we learn about reading for pleasure from an East London primary school?

Abstract

ABSTRACT This paper examines the perspectives of Year 5 pupils from a school in East London on reading for pleasure. Sixty children initially completed a questionnaire and their responses were used to identify two groups: children whose responses suggested a positive attitude towards reading for pleasure and those who did not. Two focus group interviews were conducted, and a thematic analysis identified the most prevalent children’s perspectives on reading for pleasure; focusing on ways in which reading for pleasure is obstructed in educational settings and how it could be supported through the actions of educational professionals. Results concluded that, amongst other themes, children’s agency and choice in reading material and setting is a dominant factor in their enjoyment of reading. This paper then suggests practical ways in which engagement in reading for pleasure can be supported, including an example of the creation of a library based on pupil voice suggestions.