“I want to go home and read now!” : Children talk about reading experiences

This thesis investigates children's perspectives on reading and reading experiences. Based on a focus group discussion with three girls in the 6th grade the study explores how children articulate their motivations, preferences, and emotional responses to reading of their own choice. With the help of Gitte Balling’s theoretical framework on the reading experience, the results and analysis are structured around temporal (before, during, after reading) and spatial dimensions (reader, text, context). The findings reveal that children can express several aspects of what makes a good reading experience. They can also help each other to see new aspects when they share their thoughts and experiences. The study also implies that discussions about diverse reading experiences can have potential as a reading promotion strategy.