References


Clark, C. and Teravainen, A. (2015). Teachers and Literacy: Their perceptions, understanding, confidence and awareness. London: National Literacy Trust.


CLPE (2021) Reading For pleasure in 2020: Learning about literacy teaching in the pandemic, London, CLPE.


Cremin, T., Mottram, M., Collins, F., Powell, S. and Safford, K. (2009) Teachers as readers: building communities of readers Literacy 43 (1):11-19.


Cremin, T. Mottram, M. Powell, S, Collins R and Safford K. (2014) Building Communities of Engaged Readers: Reading for pleasure London & NY: Routledge


Kucirkova, N. and Cremin, T. (2020) Children reading for pleasure in the digital age: Mapping Readers’ Engagement, London: Sage


McQuillan, J. (2019) ‘The Inefficiency of Vocabulary Instruction’ International Electronic Journal of Elementary Education 11.4 309-318


Sénéchal, M., Hill, S. & Malette, M. (2018) Individual differences in grade 4 children’s written compositions: The role of online planning and revising, oral storytelling, and reading for pleasure Cognitive Development 45: 92–104.


Sullivan, A. and Brown, M. (2015) Reading for pleasure and progress in vocabulary and mathematics British Educational Research Journal, 41 (6) :971-991.


Tavsancil, E., Yildirim, O. & Bilican Demir, S. (2019) Direct and Indirect Effects of Learning Strategies and Reading Enjoyment on PISA 2009 Reading Performance Eurasian Journal of Educational Research 82 169-189


Professor Teresa Cremin is a Professor of Education (Literacy) at The Open University in the Faculty of Wellbeing, Education and Language Studies.


Reading for pleasure


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