ABSTRACT
Concentrated long-form reading in silence, also called deep reading, is a basic literacy practice pupils are expected to learn in school. Deep reading practices require a specific cognitive and bodily involvement with the book or screen, as well as the surrounding environment. However, in a learning culture that increasingly encourages collaboration, communication, and pupil interaction, long-form deep reading within the classroom can be a challenging activity. Based on empirical studies from primary and secondary schools in Denmark, this chapter examines how an embodied perspective on silent reading activities sheds light on the challenges that arise during individual long-form reading in school. Analyses of the studies show that a reflective embodied-oriented framework promotes deep reading as well as helps pupils to thrive. Such findings can guide teachers to implement this literacy activity in a more productive way.
