ABSTRACT
The previous three chapters have focused on how children become aware of what counts as reading through participating in the range of literacy events that make up the school day. The texts, the contexts and the roles available to readers in any event, all play a part in shaping what goes on. Both the continuities and discontinuities between one event and another help form girls’ and boys’ developing sense of what it means to read and to be a reader. This is not a uniform process.
