Pathways into Reading: five young people and the development of the English curriculum

Abstract

This article traces the reading development of five young people over a period of 13 years, from the ages of 4 to 17. It discusses how their attitudes, knowledge and skills have been shaped by their home environment, their school curriculum, their gendered experience and, increasingly, by their use of new computer technologies. The article uses this evidence to explore features of children's reading that are easily overlooked in the classroom and makes a series of recommendations for a curriculum that is responsive to pupils' individual reading patterns.