Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure: What Is Missing? What Next?
Abstract
:1. Introduction
The Necessary Knowledge for Nurturing Readers
- Knowledge of children’s literature;
- Knowledge of being a reader;
- Pedagogic knowledge of how to use literature to support readers.
2. Materials and Methods
- When you are a qualified teacher, how do you think you’ll support children to read for pleasure, to choose to read in their own free time?
- Which authors/illustrators/poets would you recommend to children?
3. Results
3.1. Limited Pedagogical Content Knowledge
3.2. Range of Suggested Pedagogical Strategies
3.2.1. Text Provision
3.2.2. Book Talk
3.2.3. Making Recommendations and Offering Selection Help
3.2.4. Reading Aloud, Time to Read, and the Reading Environment
3.2.5. Remaining Pedagogical Suggestions
3.3. Knowledge of Children’s Literature
Most Recommended/Authors/Illustrators and Poets
4. Discussion
RfP Ambassadors and Teachers’ Reading Groups
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Student Teachers as Readers (STaRs) Questionnaire
- Current Reading
- How much do you enjoy reading?
- 2.
- How much time do you spend reading for pleasure/reading in your free time?
- Never
- Several times a month
- Monthly
- Several times a week
- Weekly
- Daily
- 3.
- Please tick all of the following that you have chosen to read over the last three months.
- Autobiographies
- Blogs
- Biographies
- Children’s books
- Comics
- Cookery books
- Gaming
- Graphic novels
- Instructional texts
- Magazines
- Newspapers
- Non-fiction
- Novels
- Poetry
- Short stories
- Social media
- Travel books
- Webpages
- 4.
- Has the pandemic influenced your free time reading/reading for pleasure?
- 5.
- Are there any barriers to reading for pleasure for you?
- 6.
- How often do you talk about what you are reading with others?
- B.
- Past Reading
- How much did you enjoy reading as a child/young person (reading that you chose to do)?
- 2.
- As a child (5–11), what do you remember reading? Please note three titles.
- 3.
- As a young person (11–18), what do you remember reading? Please note three titles.
- 4.
- Reading at home: what memories come to mind of reading for pleasure?
- 5.
- Reading in primary school: what memories come to mind of reading for pleasure?
- 6.
- Reading in secondary school: what memories come to mind of reading for pleasure?
- 7.
- Did anyone or anything support your reading for pleasure? Please tick all that apply.
- Mum/caregiver
- Dad/caregiver
- Siblings
- Grandmother
- Grandfather
- Friends
- Teachers
- School libraries/librarians
- Public libraries/librarians
- Bookshops
- Places of worship
- Access to books/magazines/comics etc at home
- Other
- 8.
- What did reading for pleasure offer you as a child?
- 9.
- Did you experience any barriers to reading for pleasure as a child and/or young person?
- 10.
- In what ways do you think your past reading experiences shaped your current reading for pleasure (reading that you choose to do)?
- C.
- Future reading as a teacher
- When you are a qualified teacher, how do you think you’ll support children to read for pleasure, to choose to read in their own free time?
- 2.
- How confident at this stage do you feel about supporting children’s reading for pleasure, to choose to read in their own free time?
- 3.
- Which authors/illustrators/poets would you recommend to children?
- Authors
- Illustrators
- Poets
- 4.
- In your view, what are the most significant barriers to fostering children’s reading for pleasure?
- 5.
- To what extent are your past and present reading experiences relevant to your role as a teacher?
- 6.
- Do you think you have to enjoy reading personally to encourage children’s reading for pleasure, to choose to read in their own free time?
References
- Adam, H., Barratt-Pugh, C., & Haig, Y. (2019). “Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework. The Australian Educational Researcher, 46, 549–563. [Google Scholar] [CrossRef]
- Aerila, J.-A., Kauppinen, M., Cremin, T., Siipola, M., Mukherjee, S. J., & Lähteelä, J. (2023). Student teachers as readers: The reading experiences and reading pedagogy of Finnish and British student teachers. Australian Journal of Teacher Education, 48(9), 5. [Google Scholar] [CrossRef]
- Akins, M., Tichenor, M., Heins, E., & Piechura, K. (2018). Teachers’ knowledge of children’s literature: What genres do teachers read? Reading Improvement, 55(2), 63–68. [Google Scholar]
- Applegate, A. J., & Applegate, M. D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554–563. [Google Scholar]
- Applegate, A. J., Applegate, M. D., Mercantini, M. A., McGeehan, C. M., Cobb, J. B., DeBoy, J. R., Modla, V. B., & Lewinski, K. E. (2014). The Peter effect revisited. Literacy Research and Instruction, 53(3), 188–204. [Google Scholar] [CrossRef]
- Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. [Google Scholar] [CrossRef]
- Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. [Google Scholar] [CrossRef]
- Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. [Google Scholar] [CrossRef]
- Clark, C., Picton, I., & Galway, M. (2024). Children and young people’s reading in 2024. National Literacy Trust. Available online: https://cdn.literacytrust.org.uk/media/documents/Reading_trends_2023_G6DVx3V.pdf (accessed on 5 February 2025).
- Clark, C., & Teravainen, A. (2015). Teachers and literacy: Their perceptions, understanding, confidence and awareness. National Literacy Trust. Available online: https://literacytrust.org.uk/research-services/research-reports/teachers-and-literacy-2015-their-perceptions-understanding-confidence-and-awareness/ (accessed on 5 February 2025).
- Cockroft, C., & Atkinson, C. (2017). “I just find it boring”: Findings from an affective adolescent reading intervention. Support for Learning, 32(1), 41–59. [Google Scholar] [CrossRef]
- Commeyras, M., Bisplinhoff, B. S., & Olson, J. (2003). Teachers as readers: Perspectives on the importance of reading in teachers’ classrooms and lives. International Reading Association. [Google Scholar]
- Conradi Smith, K., Young, C. A., & Yatzeck, J. C. (2022). What are teachers reading and why?: An analysis of elementary read aloud titles and the rationales underlying teachers’ selections. Literacy Research and Instruction, 61(4), 383–401. [Google Scholar] [CrossRef]
- Cremin, T. (2010). Poetry teachers: Teachers who read and readers who teach poetry. In M. Styles, L. Joy, & D. Whitley (Eds.), Poetry and childhood (pp. 219–226). Trentham. [Google Scholar]
- Cremin, T., Bearne, E., Mottram, M., & Goodwin, P. (2008a). Primary teachers as readers. English in Education, 42(1), 8–23. [Google Scholar] [CrossRef]
- Cremin, T., Hendry, H., Chamberlain, L., & Hulston, S. (2023). Reading and writing for pleasure: A framework for practice. Executive summary. The Mercers’ Company. [Google Scholar]
- Cremin, T., Mottram, M., Bearne, E., & Goodwin, P. (2008b). Exploring teachers’ knowledge of children’s literature. Cambridge Journal of Education, 38(4), 449–464. [Google Scholar] [CrossRef]
- Cremin, T., Mottram, M., Collins, F., Powell, S., & Safford, K. (2014). Building communities of engaged readers: Reading for pleasure. Routledge. [Google Scholar]
- Cremin, T., Mukherjee, S., Aerila, J. A., Kauppinen, M., Lähteelä, J., & Siipola, M. (2024). Widening teachers’ reading repertoires: Moving beyond a popular childhood canon. The Reading Teacher, 77(6), 833–841. Available online: https://ila.onlinelibrary.wiley.com/doi/full/10.1002/trtr.2294 (accessed on 5 February 2025). [CrossRef]
- Cremin, T., & Scholes, L. (2024). Reading for pleasure: Scrutinizing the evidence base—Benefits, tensions, recommendations. Language and Education, 38(4), 537–559. [Google Scholar] [CrossRef]
- Davis, E. A. (2004). Knowledge integration in science teaching: Analysing teachers’ knowledge development. Journal of Research in Science Teaching, 34(1), 21–53. [Google Scholar] [CrossRef]
- De Naeghel, J., Valcke, M., De Meyer, L., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27, 1547–1565. [Google Scholar] [CrossRef]
- De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252. [Google Scholar] [CrossRef]
- Department for Education. (2013). The national curriculum in England: Key stages 1 and 2 framework document. London. Ref: DFE-00178-2013. Available online: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum (accessed on 22 January 2025).
- Dollinger, M., & Lodge, J. (2020). Student-staff co-creation in higher education: An evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management, 42(5), 532–546. [Google Scholar] [CrossRef]
- Farrar, J. (2021). “I don’t really have a reason to read children’s literature”: Enquiring into primary student teachers’ knowledge of children’s literature. Journal of Literary Education, 4, 6–25. [Google Scholar] [CrossRef]
- Farrar, J., & Simpson, A. (2023). Pre-service teacher knowledge of children’s literature and attitudes to reading for pleasure: An international comparative study. Literacy, 58(2), 216–227. [Google Scholar] [CrossRef]
- Fisher, D., & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. The Reading Teacher, 72(1), 89–97. [Google Scholar] [CrossRef]
- Flynn, N. (2007). What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy. Literacy (Oxford, England), 41(3), 137–146. [Google Scholar] [CrossRef]
- Francois, C. (2013). Reading is about relating: Urban youths give voice to the possibilities for school literacy. Journal of Adolescent and Adult Literacy, 57, 141–149. [Google Scholar] [CrossRef]
- Garces-Bacsal, R. M., Tupas, R., Kaur, S., Paculdar, A. M., & Baja, E. S. (2018). Reading for pleasure: Whose job is it to build lifelong readers in the classroom. Literacy, 52, 95–102. [Google Scholar] [CrossRef]
- Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Columbia University Teachers College Press. [Google Scholar]
- Hempel-Jorgensen, A., Cremin, T., Harris, D., & Chamberlain, L. (2018). Pedagogy for reading for pleasure in low socio-economic primary schools: Beyond ‘pedagogy of poverty’? Literacy, 52(2), 86–94. [Google Scholar] [CrossRef]
- International Literacy Association. (2018). The case for children’s rights to read. Available online: https://literacyworldwide.org/docs/default-source/resource-documents/the-case-for-childrens-rights-to-read.pdf (accessed on 3 February 2025).
- Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45(1), 161–181. [Google Scholar] [CrossRef]
- Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocher-Dean, M., & Smith, D. L. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Reading Disabilities, 42(5), 392–402. [Google Scholar] [CrossRef]
- Kauppinen, M., & Aerila, J.-A. (2019). Luokanopettajien lukijuus ja sen merkitys oppilaiden lukuinnon kasvattamisessa ja kirjallisuude nopetuksen kehittämisessä. [The readership of class teachers and its meaning in enhancing students’ pleasure of reading and developing literacy education]. In M. Rautiainen, & M. Tarnanen (Eds.), Tutkimuksesta luokkahuoneisiin. [From research to classrooms] (pp. 144–153). Suomen Ainedidaktinen Seura. [Google Scholar]
- Kennedy, E., & Shiel, G. (2010). Raising Literacy Levels with Collaborative On-Site Professional Development in an Urban Disadvantaged School. The Reading Teacher, 63(5), 372–383. [Google Scholar] [CrossRef]
- Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169–204. [Google Scholar] [CrossRef]
- Kind, V. (2014). A degree is not enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge. International Journal of Science Education, 36(8), 1313–1345. [Google Scholar] [CrossRef]
- Kuzmičová, A., & Cremin, T. (2021). Different fiction genres take children’s memories to different places. Cambridge Journal of Education, 52(1), 37–53. [Google Scholar] [CrossRef]
- Leino, K., Nissinen, K., Puhakka, E., & Rautopuro, J. (2017). Reading skills are created together: International survey on reading PIRLS 2016. Finnish Institute for Educational Research. [Google Scholar]
- Locher, F. M., Becker, S., & Pfost, M. (2019). The relation between students’ intrinsic reading motivation and book reading in recreational and school contexts. AERA Open, 5(2), 1–14. [Google Scholar] [CrossRef]
- Mackey, M. (2022). Social justice for young readers: Advocating for access, choice and time to read. Literacy, 56(2), 97–105. [Google Scholar] [CrossRef]
- McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding reading motivation across different text types: Qualitative insights from children. Journal of Research in Reading, 43, 597–608. [Google Scholar] [CrossRef]
- McKool, S., & Gespass, S. (2009). Does Johnny’s reading teacher love to read? Literacy Research and Instruction, 48(3), 264–276. [Google Scholar] [CrossRef]
- Moats, L. C. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing: An Interdisciplinary Journal, 22(4), 379–399. [Google Scholar] [CrossRef]
- Mullis, I. V. S., von Davier, M., Foy, P., Fishbein, B., Reynolds, K. A., & Wry, E. (2023). PIRLS 2021 international results in reading. Boston College, TIMSS and PIRLS International Study Center. [Google Scholar] [CrossRef]
- Myhill, D., Cremin, T., & Oliver, L. (2023). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education, 38(3), 403–425. [Google Scholar] [CrossRef]
- Neugebauer, S. R., & Gilmour, A. F. (2020). The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation. Journal of Educational Psychology, 112(2), 344–363. [Google Scholar] [CrossRef]
- Ng, C. (2018). Using student voice to promote reading engagement for economically disadvantaged students. Journal of Research in Reading, 41(4), 700–715. [Google Scholar] [CrossRef]
- Orkin, M., Pott, M., Wolf, W., May, S., & Brand, E. (2017). Beyond gold stars: Improving the skills and engagement of struggling readers through intrinsic motivation. Reading and Writing Quarterly, 34(3), 203–217. [Google Scholar] [CrossRef]
- Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: Children’s perspectives and experiences. Educational Research, 65(3), 375–391. [Google Scholar] [CrossRef]
- Price, K., & Simpson, A. (2025). “You learn so much from reading for pleasure”: Exploring a reading for pleasure pedagogy impact on pre-service teachers’ literate identities. Education Sciences, 15(1), 7. [Google Scholar] [CrossRef]
- Reedy, A., & Reedy, D. (2024). ‘“Because it reminds me of my culture.” “Because I want to challenge myself.” “Because I like all the stars and the swirls.” What influences children’s independent choice of text? Literacy, 58(3), 289–300. [Google Scholar]
- Ruddell, R. B., & Unrau, N. J. (2013). Reading as a motivated meaning-construction process: The reader, the text, and the teachers. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and process of reading (6th ed., pp. 1013–1068). International Reading Association. [Google Scholar]
- Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. [Google Scholar]
- Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications Ltd. [Google Scholar]
- Saldaña, J. (2024). An introduction to themeing the data. In J. R. Wolgemuth, K. W. Guyotte, & S. A. Shelton (Eds.), Expanding approaches to thematic analysis: Creative engagements with qualitative data. Taylor & Francis Group. [Google Scholar]
- Scottish Government. (n.d.). Curriculum for excellence: Literacy experiences and outcomes. Available online: https://education.gov.scot/media/rmjns011/literacy-across-learning-eo.pdf (accessed on 8 May 2025).
- Sebastián, C., Vergara, M., Lissi, M. R., Henríquez Pino, C., Silva, M., & Pérez-Cotapos, M. A. (2025). Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play. Learning and Instruction, 95, 102008. [Google Scholar] [CrossRef]
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. [Google Scholar] [CrossRef]
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. [Google Scholar] [CrossRef]
- Shulman, L. S. (2015). PCK its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), RE-examining pedagogical content knowledge in science education (pp. 3–13). Routledge. [Google Scholar]
- Simpson, A. (2016). The use of children’s literature in teaching: A study of politics and professionalism within teacher education. Routledge. [Google Scholar]
- Simpson, A., & Cremin, T. M. (2022). Responsible reading: Children’s literature and social justice. Education Sciences, 12(4), 264. [Google Scholar] [CrossRef]
- Skaar, H., Elvebakk, L., & Nilssen, J. (2018). Literature in decline? Differences in pre-service and in-service primary school teachers’ reading experiences. Teaching and Teacher Education, 69, 312–323. [Google Scholar] [CrossRef]
- Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(20), 1–20. [Google Scholar] [CrossRef]
- Smithers, A., & Robinson, P. (2013). The science and mathematics teaching workforce. University of Buckingham: Centre for Education and Employment Research. Available online: https://www.buckingham.ac.uk/research/ceer/publications (accessed on 3 February 2025).
- Spann, H., & Wagner, T. (2023). Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme. Language, Culture, and Curriculum, 36(2), 240–256. [Google Scholar] [CrossRef]
- Sullivan, A., & Brown, M. (2015). Reading for pleasure and progress in vocabulary and mathematics. British Educational Research Journal, 41(1), 971–991. [Google Scholar] [CrossRef]
- Sun, Y.-J., Sahakian, B. J., Langley, C., Yang, A., Jiang, Y., Jujiao, K., Zhao, X., Li, C., Cheng, W., & Fen, J. (2023). Early initiated childhood reading for pleasure: Associations with better cognitive performance, mental well-being and brain structure in young adolescence. Psychological Medicine, 54, 359–373. [Google Scholar] [CrossRef]
- Tombs, M., & Strange, H. (2024). Using qualitative questionnaires in medical education research. Perspectives on Medical Education, 13(1), 280–287. [Google Scholar] [CrossRef] [PubMed]
- Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M.-K., Tolvanen, A., & Poikkeus, A.-M. (2020). Leisure reading (but not any kind) and reading comprehension support each other—A longitudinal study. Child Development, 91(3), 876–900. [Google Scholar] [CrossRef]
- Tovey, S. (2022). Engaging the reluctant pre-service teacher reader: Exploring possible selves with literature featuring teachers. Action in Teacher Education, 44(4), 271–289. [Google Scholar] [CrossRef]
- Vanden Dool, C., & Simpson, A. (2021). Reading for pleasure: Exploring reading culture in an Australian early years classroom. Literacy, 55(2), 113–124. [Google Scholar] [CrossRef]
- Vansteelandt, I., Mol, S., Caelen, D., Landuyt, I., & Mommaerts, M. (2017). Attitude profiles explain differences in pre-service teachers’ reading behavior and competence beliefs. Learning and Individual Differences, 54, 109–115. [Google Scholar] [CrossRef]
- Welsh Government. (2016). Curriculum for wales: Programme of study for English, key stages 2–4; DES, Welsh Government. Available online: https://hwb.gov.wales/api/storage/71847d3a-5d5b-4103-9e1a-f6cc97b40f24/english-programme-of-study.pdf (accessed on 23 January 2025).
- Wray, D., Medwell, J., Poulson, L., & Fox, R. (2002). Teaching literacy effectively in the primary school. Routledge. [Google Scholar]
- Zare, M., Kozak, S., Rodrigues, M. L., & Martin-Chang, S. (2023). The roots of reading for pleasure: Recollections of reading and current habits. Literacy, 57(3), 262–274. [Google Scholar] [CrossRef]
How Often Do You Read for Pleasure in Your Free Time | Number of Matching Cases | % of Sample | Reader Category |
---|---|---|---|
Daily | 101 | 17 | FR/RR |
Several times a week | 101 | 17 | FR/RR |
Weekly | 86 | 14.5 | FR/RR |
Several times a month | 88 | 14.8 | OR/NR |
Monthly | 154 | 25.8 | OR/NR |
Never | 65 | 10.9 | OR/NR |
Total FR/RR | 288 | 48.5 | |
Total OR/NR | 307 | 51.5 | |
Total sample | 595 | 100 |
Nil Response | One Response | Two Responses | Three Responses | Total | ||||||
---|---|---|---|---|---|---|---|---|---|---|
No. PSTs | % of Category | No. PSTs | % of Category | No. PSTs | % of Category | No. PSTs | % of Category | No. PSTs | % of Category | |
Frequent and Regular readers | 67 | 23% | 3 | 1% | 13 | 5% | 205 | 71% | 288 | 100% |
Occasional and never readers | 99 | 32% | 5 | 2% | 18 | 6% | 185 | 60% | 307 | 100% |
Rank of Combined Responses by Frequency | Combined Percentage out of all Student Responses (n1240) | Code | Example of Response | FR/RR Number of Responses (n644) | Percentage of FR/RR Response | OR/NR Number of Responses (n586) | Percentage of OR/NR Response |
---|---|---|---|---|---|---|---|
1 | 18.3% | Text provision | FR/RR: Make sure there’s options beyond just books—e.g., graphic novels, comics. OR/NR: Provide books that relate to their own interests. | 124 | 19% | 103 | 17% |
2 | 9.8% | Book Talk | FR/RR: Encourage talking about reading with peers. OR/NR: Encouraging conversation about characters from books they like etc. | 62 | 9.6% | 60 | 9.9% |
3 | 8.5% | Recommendations and help with selecting texts | FR/RR: Point them in the direction of books I think they will enjoy. OR/NR: Recommend books I think they will enjoy. | 45 | 7% | 60 | 10% |
4 | 7% | Reading aloud | FR/RR: I will read books aloud on a regular basis. OR/NR: Read regularly aloud to the class. | 50 | 8% | 36 | 6% |
5 | 5.6% | RfP time/independent reading | FR/RR: Creating reading time sessions. OR/NR: Having some designated time where they can read for pleasure. | 33 | 5% | 37 | 6% |
6 | 5% | Environment | FR/RR: Creating interesting wall displays based on literature. OR/NR: A comfortable and quiet reading area in the classroom. | 33 | 5% | 28 | 4.7% |
7 | 4.5% | Creative and cross-curricular | FR/RR: Help children get excited about reading through role playing the books or drawing. OR/NR: Use props such as puppets, sounds, and music to engage children and make reading fun. | 21 | 3% | 35 | 6% |
8 | 4% | Rewards/competitions | FR/RR: Reward children who complete a book. OR/NR: Incentives for reading- points, stickers, prizes. | 25 | 4% | 24 | 4% |
9 | 3.5% | Encouragement | FR/RR: Encourage reading OR/NR: Encourage any type of reading not just books. | 18 | 2.8% | 26 | 4% |
10 | 3.5% | Teacher reading role model | FR/RR: Often mention how much I enjoy reading, and how I do it daily. OR/NR: Show enthusiasm about reading myself. | 23 | 3.6% | 19 | 3% |
Text Provision Response | Other Pedagogy Response 1 | Other Pedagogy Response 2 | |
---|---|---|---|
A | Find books that support their interests | Explain how to choose the right book for them (Recommendations/help with choosing) | Read to them (Reading aloud) |
B | Choose a variety of books to appeal to different children. | Read a story every day to the children. (Reading aloud) | Be enthusiastic and make the characters exciting. (Role model) |
C | Have a class library and separate the books into different genres so the children can be encouraged more to read a book that they know they will be interested in. | Create a “lucky dip” box so the child can explore different genres by choosing a surprise. (Text provision) | Reward children who complete a book. (Rewards) |
Category of Recommendation | FR/RRs No. | % of FR/RR Recommendations | OR/NRs No. | % of OR/NR Recommendations |
---|---|---|---|---|
Authors | 1046 | 39.7% | 718 | 27.3% |
Author/illustrators | 37 | 1.4% | 140 | 5.3% |
Illustrators | 374 | 14.2% | 111 | 4.2% |
Poets | 166 | 6.3% | 42 | 1.6% |
ALL | 1623 | 61.6% | 1011 | 38.4% |
Authors-Artists | Name | No. Times Recommended by FR/RR | No. Times Recommended by OR/NR |
---|---|---|---|
Author | Roald Dahl | 189 | 131 |
Illustrator | Quentin Blake | 113 | 57 |
Illustrator | Julia Donaldson | 92 | 60 |
Author | Jacqueline Wilson | 88 | 65 |
Author | David Walliams | 76 | 63 |
Author | Michael Morpurgo | 45 | 42 |
Poet | Michael Rosen | 42 | 23 |
Author | Dr Seuss | 37 | 17 |
Illustrator | Eric Carle | 37 | 21 |
Illustrator | Axel Scheffler | 34 | 29 |
Author | Judith Kerr | 31 | 17 |
Author | Beatrix Potter | 30 | 20 |
Author | JK Rowling | 30 | 51 |
Author/illustrator | Oliver Jeffers | 27 | <10 |
Author | Enid Blyton | 25 | 19 |
Author | Malorie Blackman | 25 | <10 |
Author | Nick Sharratt | 24 | 19 |
Poet | Benjamin Zephaniah | 18 | 10 |
Poet | Spike Milligan | 16 | <10 |
Author | Phillip Pullman | 15 | <10 |
Author | Jeff Kinney | 14 | <10 |
Poet | Shel Silverstein | 13 | <10 |
Author | Lauren Child | 12 | <10 |
Author | Lewis Carroll | 12 | 14 |
Poet | Edward Lear | 12 | <10 |
Author | A A Milne | 10 | 11 |
Author | C S Lewis | 10 | <10 |
Author/illustrator | Maurice Sendak | <10 | 10 |
Poet | William Blake | <10 | 10 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Hendry, H.; Cremin, T.; Harrison, A. Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure: What Is Missing? What Next? Educ. Sci. 2025, 15, 588. https://doi.org/10.3390/educsci15050588
Hendry H, Cremin T, Harrison A. Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure: What Is Missing? What Next? Education Sciences. 2025; 15(5):588. https://doi.org/10.3390/educsci15050588
Chicago/Turabian StyleHendry, Helen, Teresa Cremin, and Anna Harrison. 2025. "Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure: What Is Missing? What Next?" Education Sciences 15, no. 5: 588. https://doi.org/10.3390/educsci15050588
APA StyleHendry, H., Cremin, T., & Harrison, A. (2025). Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure: What Is Missing? What Next? Education Sciences, 15(5), 588. https://doi.org/10.3390/educsci15050588