Reading for pleasure and reader engagement

Abstract

This chapter examines the extent to which reader engagement and reading for pleasure represent cause for concern internationally, with particular reference to England, site of research projects upon which this book is based. The term 'reading for pleasure' is often used interchangeably with term 'reading for enjoyment'. The National Literacy Trust (NLT) in the UK, recognising that such reading is underpinned by the free will of the reader, further suggests it can encompass reading which, whilst it began at someone else's request, is sustained by the reader, in response to their interest. The results of student performance on international literacy tests such as Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA) are seen as key reference points for policy makers. Children take their multi-media world for granted, as from birth they are surrounded by multi-modal texts that combine images, words and sound, voices, intonation, stance, gesture and movement, as well as print on screen.