ABSTRACT Background: Over the last two decades, the reading habits of children and adolescents have evolved. Research shows some similarities in the reading experiences of children and adolescents, but there are also differences. For example, adolescents are more likely to read digitally and generally report poorer attitudes towards reading. With this in mind, we asked: how do young people define a reader? Purpose: This small scale, in-depth study sought to understand how children and adolescents describe ‘a reader’ and examine similarities and differences in their responses. Methods: In total, 33 children aged 9–11 and 30 adolescents aged 15–16 from one primary school to one secondary school in the UK were individually interviewed, to explore their perceptions and descriptions of a reader. Using a participatory approach, adult researchers interviewed student researchers, who then in turn interviewed their peers. Transcribed data were analysed qualitatively, using a data-driven, inductive thematic analysis approach. Results: Our analysis revealed some common themes in terms of children and adolescents’ perceptions of a reader. For example, readers were described as those who enjoy reading, read frequently, choose to read and, primarily, read print books. Readers were also described as those who are skilled at reading. However, subtle differences between children and adolescents were also found. For example, adolescents were more likely to say that readers choose a broader range of reading matter and did not need to read as frequently to be described a reader. Conclusions and implications: Our analysis offers insights into how children and adolescents defined a reader. Understanding more about how children and young people describe readers may help teachers who are working towards strengthening reading cultures in their primary or secondary school contexts. Broadening the conceptualisation of what it means to be a reader could arguably lead to a more inclusive use of the term and ultimately encourage more children and adolescents to self-identify as readers. Further, from a methodological point of view, we encourage researchers to consider a participatory research approach where appropriate, as this involvement in the research process can support primary and secondary school students in the development of their own research skills.

中文翻译：

---

培养读者：探索儿童和青少年对“读者”的看法

摘要背景：在过去的二十年里，儿童和青少年的阅读习惯发生了变化。研究表明，儿童和青少年的阅读体验有一些相似之处，但也存在差异。例如，青少年更有可能进行数字阅读，并且普遍报告对阅读的态度较差。考虑到这一点，我们问：年轻人如何定义读者？目的：这项小规模、深入的研究旨在了解儿童和青少年如何描述“读者”并检查他们反应的异同。方法：总共对英国一所小学到一所中学的 33 名 9-11 岁儿童和 30 名 15-16 岁青少年进行了单独访谈，以探讨他们对读者的看法和描述。使用参与式方法，成年研究人员采访了学生研究人员，然后他们又采访了他们的同龄人。使用数据驱动的归纳主题分析方法对转录的数据进行定性分析。结果：我们的分析揭示了儿童和青少年对读者的看法方面的一些共同主题。例如，读者被描述为喜欢阅读、经常阅读、选择阅读并且主要阅读印刷书籍的人。读者也被描述为擅长阅读的人。然而，也发现了儿童和青少年之间的细微差别。例如，青少年更有可能说读者选择的阅读材料范围更广，不需要像读者那样频繁地阅读。结论和影响：我们的分析提供了有关儿童和青少年如何定义读者的见解。更多地了解儿童和年轻人如何描述读者可能有助于在小学或中学环境中加强阅读文化的教师。拓宽成为读者意味着什么的概念化可以说会导致对该术语的更具包容性的使用，并最终鼓励更多的儿童和青少年自我认同为读者。此外，从方法论的角度来看，我们鼓励研究人员在适当的情况下考虑参与式研究方法，因为这种参与研究过程可以支持中小学生发展自己的研究技能。更多地了解儿童和年轻人如何描述读者可能有助于在小学或中学环境中加强阅读文化的教师。拓宽成为读者意味着什么的概念化可以说会导致对该术语的更具包容性的使用，并最终鼓励更多的儿童和青少年自我认同为读者。此外，从方法论的角度来看，我们鼓励研究人员在适当的情况下考虑参与式研究方法，因为这种参与研究过程可以支持中小学生发展自己的研究技能。更多地了解儿童和年轻人如何描述读者可能有助于在小学或中学环境中加强阅读文化的教师。拓宽成为读者意味着什么的概念化可以说会导致对该术语的更具包容性的使用，并最终鼓励更多的儿童和青少年自我认同为读者。此外，从方法论的角度来看，我们鼓励研究人员在适当的情况下考虑参与式研究方法，因为这种参与研究过程可以支持中小学生发展自己的研究技能。拓宽成为读者意味着什么的概念化可以说会导致对该术语的更具包容性的使用，并最终鼓励更多的儿童和青少年自我认同为读者。此外，从方法论的角度来看，我们鼓励研究人员在适当的情况下考虑参与式研究方法，因为这种参与研究过程可以支持中小学生发展自己的研究技能。拓宽成为读者意味着什么的概念化可以说会导致对该术语的更具包容性的使用，并最终鼓励更多的儿童和青少年自我认同为读者。此外，从方法论的角度来看，我们鼓励研究人员在适当的情况下考虑参与式研究方法，因为这种参与研究过程可以支持中小学生发展自己的研究技能。