Review of Reading and Writing for Pleasure: A Framework for Practice, by Teresa Cremin et al.
DOI:
https://doi.org/10.14507/er.v33.4613Abstract
In this volume, Cremin et al. explore why enjoyment matters in helping students become readers and writers and encourage teachers to move beyond a skills-only focus and create classroom environments where students genuinely want to read and write. Drawing on classroom connections and reflection, they consider how making space for choice, engagement, and meaningful experiences can shape how students see themselves as readers and writers. The emphasis is that pleasure is not an extra, but an important part of supporting lifelong literacy.
Author Biography
Heather Hayen, Purdue University
Heather Hayen is a PhD candidate in curriculum studies at Purdue University, where her work focuses on teacher education, intellectual life, and the formation of teachers as thinkers. With more than seven years experience in elementary and middle school classrooms, including work in a self-contained setting for deaf students, she brings a practitioner perspective to her academic studies. She is particularly interested in how teacher education can support or limit the development of teachers as intellectuals, and how experiences such as reading, reflection, and ongoing study influence one’s sense of identity and purpose in the field.
References
Cremin, T., & Scholes, L. (2024). Reading for pleasure: Scrutinising the evidence base – benefits, tensions and recommendations. Language and Education, 38(4), 537–559. https://doi.org/10.1080/09500782.2024.2324948
[Book reviewed] Cremin, T., Hendry, H., Chamberlain, L. & Hulston, S. (2026). Reading and writing for pleasure: A framework for practice. Routledge.
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