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Literacy research and practice are invigorated by evidence that stories enhance empathy and concentration. Both benefits are associated with attending to inner sensory states afforded by stories. Yet children are rarely asked about how stories, steeped as they are in characters' bodily actions, affect them in bodily terms. We have conducted a qualitative study inviting 9‐ to 12‐year‐olds (N = 19)...
This article presents the design, methodology, and materials of an inter‐Nordic, empirical study of literary reading among students in teacher education, in which relations between literary style and experiential aspects of literary reading (e.g. empathy and transportation) were assessed empirically. The primary aim of the article is to introduce paradigms and measures from interdisciplinary empirical...
Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from...
While language use in general is currently being explored as essentially situated in immediate physical environment, narrative reading is primarily regarded as a means of decoupling one's consciousness from the environment. In order to offer a more diversified view of narrative reading, the article distinguishes between 3 different roles the environment can play in the reading experience. Next to...
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