In this paper we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains less well understood is the relationship between the array of texts children engage with and the texts they subsequently create. A focus on ‘Reading for Pleasure’ has enabled us to think anew about the relationships between the texts children read, play and engage with and those they make, play and tell. Data from two doctoral research projects illuminates the ways children draw on cultural resources, moving skilfully across mode, medium and form. In doing so they learn language conventions which enable them to engage in schooled literacies and learn to use conventional language techniques for their own purposes to transform and re-imagine texts. Children’s identities as readers, writers, and storytellers are constructed holistically and we explore the role of pleasure in reading and meaning making. In conclusion we consider the potential for positioning reading for pleasure not in isolation, but as a strand in the complex fabric of literacy that needs to be nurtured in children.

中文翻译：

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全面的读者：儿童对文本的整体参与

在这篇论文中，我们展示了阅读和写作之间的关系。孩子们阅读各种各样的媒体和书籍是为了消遣，并与他们遇到的识字文物建立强烈的情感纽带。仍然不太清楚的是儿童参与的一系列文本与他们随后创建的文本之间的关系。对“快乐阅读”的关注使我们能够重新思考儿童阅读、玩耍和互动的文本与他们制作、玩耍和讲述的文本之间的关系。来自两个博士研究项目的数据阐明了儿童利用文化资源的方式，巧妙地跨越模式、媒介和形式。在这样做的过程中，他们学习了语言惯例，这使他们能够从事受过教育的读写能力，并学习使用常规语言技术来达到自己的目的来转换和重新想象文本。儿童作为读者、作家和讲故事者的身份是整体构建的，我们探索了阅读乐趣和意义创造中的作用。总之，我们认为将阅读定位为快乐的潜力不是孤立的，而是作为需要在儿童中培养的复杂识字结构中的一部分。