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Supporting Childrenâs Wellbeing Using the Reading Well Home Reading Program
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Discover the transformative power of The Reading WELL home reading program. This monograph unveils a groundbreaking approach to enhance child wellbeing through the use of developmental bibliotherapy. Parents and children engage in shared reading and discussions on the themes of body image, self-esteem, and resilience. Designed for children aged 8 to 10 years, this research not only fosters a love for reading but also provides a process to support emotional growth and learning. Backed by compelling theoretical insights, this book offers a profound insight to ways literature can act as a tool to promote eudemonic wellbeing and address issues of trauma in children's lives. Ideal for educators, psychologists, and parents, The Reading WELL sets a new standard in nurturing children's holistic development through the magic of storytelling.
Siobhan OâBrien is a Senior Lecturer in the School of Education at La Trobe University, Victoria, Australia. As the Director of Professional Experience she supports pre-service teachers professional practice in school and early childhood settings. Before this she has worked in primary schools across a range of settings and age groups as a Leading teacher and School leader in Curriculum, Wellbeing and Literacy. Siobhan's research is focused on parent/child engagement with a ground-breaking program titled The Reading WELL [Wellbeing in Everyday Language and Literature] a home reading program using books to support self-esteem, body image and resilience.
Preface
List of Figures and Tables
Part 1: Critical Pedagogy
1 Becoming a Reader, A Personal Vignette
â1 And so, to School
â2 The Reading WELL Study
â3 A Transactional Approach to Reading
â4 Reading Engagement and Interaction with Narrative âReader Response Theoryâ
â5 The Reader Stance Efferent and Aesthetic Reading
â6 Narrative Absorption through Fiction â Text, Personal Identity, Experience and Self
2 The Reading WELL Theoretical Perspective
â1 Mental Health of Children in Australia
â2 Eudaimonic Wellbeing
â3 Developmental Bibliotherapy
â4 Developmental Bibliotherapy in Educational Contexts
â5 Transactional Reader Response Theory, Alignment to Developmental Bibliotherapy
Part 2: Language and Literacy Teaching
3 Generating the Aesthetic Transaction through â Life to Text â Text to Life
â1 Childrenâs âPicture Story Booksâ Narrative Absorption through Fiction
â2 Literacy as a Cultural Practice
â3 Co-Construction of Meaning through Shared Reading
â4 Parental Influence on Childrenâs Reading Engagement
4 Literacy-Focused Home Reading Programs
â1 Funds of Knowledge
â2 The Opportunities, Recognition, Interaction and Modelling (ORIM) Taxonomy
â3 The Four Resources Model
â4 Creating The Reading WELL Home Reading Program
â5 The 3 Wellbeing Focus Areas
â6 The Reading WELL Key Messages
7 Previous Programs Informing the Reading WELL Key âMessages â Body Image
8 Previous Programs Informing the Reading WELL Key âMessages â Self-Esteem
9 Previous Programs Informing the Reading WELL Key âMessages â Resilience
â10 Developmental Bibliotherapy Book Selection
Part 3 Research Literacy Using Critical Creative Approaches
5 Creativity within the Narrative Field
â1 Narrative Research as an Interpretive Methodology
â2 The Ethics of Re-Storying the Evidence
â3 The New Reading WELL Narratives (Story)
â4 The New Reading WELL Narratives as Fiction-Based Research
6 The Reading WELL story, Story and STORY
â1 story
â2 Story
â3 STORY
â4 In Closing
Appendix A: The Reading WELL Child Journal
Appendix B: The Reading WELL Books Bibliotherapy Questions and Suggested Responses
References
Index
List of Figures and Tables
Part 1: Critical Pedagogy
1 Becoming a Reader, A Personal Vignette
â1 And so, to School
â2 The Reading WELL Study
â3 A Transactional Approach to Reading
â4 Reading Engagement and Interaction with Narrative âReader Response Theoryâ
â5 The Reader Stance Efferent and Aesthetic Reading
â6 Narrative Absorption through Fiction â Text, Personal Identity, Experience and Self
2 The Reading WELL Theoretical Perspective
â1 Mental Health of Children in Australia
â2 Eudaimonic Wellbeing
â3 Developmental Bibliotherapy
â4 Developmental Bibliotherapy in Educational Contexts
â5 Transactional Reader Response Theory, Alignment to Developmental Bibliotherapy
Part 2: Language and Literacy Teaching
3 Generating the Aesthetic Transaction through â Life to Text â Text to Life
â1 Childrenâs âPicture Story Booksâ Narrative Absorption through Fiction
â2 Literacy as a Cultural Practice
â3 Co-Construction of Meaning through Shared Reading
â4 Parental Influence on Childrenâs Reading Engagement
4 Literacy-Focused Home Reading Programs
â1 Funds of Knowledge
â2 The Opportunities, Recognition, Interaction and Modelling (ORIM) Taxonomy
â3 The Four Resources Model
â4 Creating The Reading WELL Home Reading Program
â5 The 3 Wellbeing Focus Areas
â6 The Reading WELL Key Messages
7 Previous Programs Informing the Reading WELL Key âMessages â Body Image
8 Previous Programs Informing the Reading WELL Key âMessages â Self-Esteem
9 Previous Programs Informing the Reading WELL Key âMessages â Resilience
â10 Developmental Bibliotherapy Book Selection
Part 3 Research Literacy Using Critical Creative Approaches
5 Creativity within the Narrative Field
â1 Narrative Research as an Interpretive Methodology
â2 The Ethics of Re-Storying the Evidence
â3 The New Reading WELL Narratives (Story)
â4 The New Reading WELL Narratives as Fiction-Based Research
6 The Reading WELL story, Story and STORY
â1 story
â2 Story
â3 STORY
â4 In Closing
Appendix A: The Reading WELL Child Journal
Appendix B: The Reading WELL Books Bibliotherapy Questions and Suggested Responses
References
Index
Interest or relevance of readership would include educators, psychologists, librarians, counselors and parents. Pre-service teachers and HDR researchers may also find this book of interest.