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Sauvain, Jordan Alexis (2022) "I like to read, but we have to read": how factors during independent reading time influence children's relationship with recreational reading. Masters thesis, London Metropolitan University.
As reading is an essential part of the formal education experience, the aim of this research and dissertation is to further understand children's relationship with recreational reading and what factors during independent reading time in school influence this relationship. By reviewing current and past research on children and reading, I recognised gaps in the current literature, as most research is conducted using quantitative methods and/or with adults. This recognition framed the rationale to design a qualitative study with children and, specifically, to observe and interview primary-aged pupils in their classrooms during independent reading time to further understand children's attitudes and actions towards recreational reading. The methodology used in this research included conducting a qualitative research study and developing a case study using an ethnographic approach with a year three and four class at one primary school in Cornwall, England. I explored student engagement with independent reading using the interpretivist paradigm, constructing meaning from students' interactions during observation. The fieldwork was conducted during school hours, specifically during the class's designated independent reading time. Other complementary data collected and analysed comprised of interviews with students as well as photographs of the classroom environments, wall posters, and school policy documents. I analysed observations and interview responses using thematic analysis and coding. Interpretations of observation and interview responses allowed for me to develop three key themes in understanding what factors influence pupils' relationship with recreational reading during independent reading time. These themes included curriculum, pedagogy and assessment, classroom and behaviour management, and access to books. While pupils mainly indicated having positive attitudes towards reading in general, the three critical influences as identified above made "recreational" reading taking place at school during independent reading time as an activity children needed to do rather than an activity they wanted to do. Findings also indicate that there may be limited opportunities for students' agency regarding freedom of choice during independent reading time. This research's findings will help inform teachers about children's experiences and attitudes towards recreational reading and how pedagogical practices, assessment, classroom management, resources, and environment may influence children's relationship with recreational reading.
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