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Children reading series books: Ways into peer culture and reading development
Citation
Jones, S. A. (2015). Children reading series books: Ways into peer culture and reading development. Changing English: Studies in Culture and Education, 22(3), 307-325. https://doi.org/10.1080/1358684X.2015.1049513
Author
Jones, Sally Ann
Abstract
This article, drawing on research which aimed to explore how young children read English in Singapore, demonstrates how 9-year-old Singaporean children's voluntary reading of series books served the dual purposes of enabling their membership of the peer group through culturated reading and the independent development of their reading skills and motivation for reading. Using interviews to encourage conversation and reflection, the research examined children’s book choices and their reasons for reading. This formed part of a topic-focussed ethnographic study in three primary schools. In addition, the article seeks to prove that Singaporean children’s choice of series books makes them readers with potential for global, intra-generational, cultural connections rather than familial, intergenerational ones, and it is especially significant educationally for less well-off families where English is not the dominant home language.
Publisher
Taylor & Francis
Journal
Changing English
DOI
10.1080/1358684X.2015.1049513
Description
This is the final draft, after peer-review, of a manuscript published in Changing English. The published version is available online at http://dx.doi.org/10.1080/1358684X.2015.1049513