ABSTRACT
The previous chapter took non-fiction texts as its focus and tracked back from the contexts in which non-fiction texts are used in school to the texts themselves, documenting how texts are sorted according to the purposes they are intended to fulfil. The chapter examined some of the salient distinctions in the design of non-fiction texts produced for the school market. This led to analysis of the different possibilities non-fiction texts create for their readers through the adoption of non-linear reading paths, defined by the ways in which images are incorporated into the text, and how any writing is then organised on the page. This chapter will broaden its focus to include a fuller range of both fiction and non-fiction texts which children use in different social settings. The chapter will explore the choices children make about what to read in a variety of settings and the consequences this has for their development as readers.
