ABSTRACT
This chapter provides a space for the more complex contextual, interrelated and interesting patterns that emerged in the study. During interview dialogue students discussed and described 'domains of experience' within their everyday school settings, including participants' descriptions and interpretations of themselves as individuals, as readers and as members of peer groups. Students interpreted their descriptions of everyday experiences in schools with language indicative of competing discourses and ways of producing meaning. Groups of students who scored high levels of enjoyment on a range of activities, including books and the social aspects of reading, and described positive interactions within the three domains of experience, such as members of the Dream Team and the Archetypal Commoners, were typically avid readers and high reading achievers. There were also occasions when students interpreted their experiences within the three domains of experience in diverse ways, articulating mixed language in their descriptions.
