Young children reading in context : case studies of five to eight year olds reading in the primary school classroom.
The present study investigates children's behaviour and attitudes to reading in the primary
In attempting to examine children's reading behaviour, this study probes classroom
practices concerning reading and also examines children's views and preferences.
A Case Study approach was adopted for its capacity to explore the complexities of human
behaviour and of the classroom context, and to generate hypotheses and explanations -
The Case Study approach involved naturalistic observation of five primary school classes
in three different schools in East Anglia. The professional and social settings of classroom
activities were taken into account. Interviews with children and teachers provided
additional data on the participants views, opinions and beliefs, which enhances data from
observation. The investigation focused upon the children's perspective.
The thesis intends to illustrate the broad argument that the complex context of the primary
school classroom, in which children learn to read and are expected to become readers, has
influence upon their reading behaviour in the classroom and their attitudes to reading. This
is suggested by the issues which are generated from analysis of the collected data.
The study sheds light on the topic of young children's notions of reading and attitudes to
books within the classroom reading context.
It indicates the kinds of support required by young children so as to become 'real' readers,
who derive pleasure as well as information from books.