Includes bibliographical references ( p. 145-151) and index.

Becoming a reader in a digital age. Definitions of reading : The cognitive-psychological perspective ; The psycho-linguistic perspective ; The socio-political perspective ; The socio-cultural perspective -- The study : Ethical considerations ; The research methods: designing the tools ; The role of the researcher ; Data collection ; Teacher and parent interviews ; Developing the case studies -- 2. Children's perceptions of reading: defining 'reading' in the nursery. The nursery cohort : Perceptions. of being 'a reader' in nursery ; Perceptions of being a 'non-reader' in nursery ; David's story: integrated perceptions of reading -- 3. Children's perceptions of reading: defining 'reading' in reception. The reception cohort : Perceptions of being 'a reader' in reception ; Perceptions of being a 'non-reader' in reception -- Reading words, reading pictures, reading whole texts : David's story: schooled reading, devoid of meaning -- 4. Perceived uses and affordances of book texts. The affordance and uses of books -- Reading scheme texts: proficiency grading and becoming 'a reader' : Reading schemes: discouraging reading -- 5. Reading in multidimensional forms. Digital literacy -- Using computers at home and at school : Reading computer texts - - Responding to print on screen ; Reading print on paper and screen ; Reading print in multidimensional forms -- 6. What reading means at home and at school. Developing perceptions of reading during the nursery year -- Moving into reception: changes in the third space -- Parents: confidence and contention in the third space -- 7. From research to practice. Perceptions of reading -- Role of play -- The teacher-pupil relationship -- Print reading and the use of reading scheme texts -- Digital texts and new technologies -- Conclusion. A foundation curriculum: promoting confidence in reading -- Assessment -- Future research