Transforming the Understanding of Children as Readers: From a Literacy-Centered Approach to Reading as a Sociocultural and Political Practice

Abstract

This study is a qualitative literature review of the concept of children as readers, an emerging approach in contemporary research that recognizes children as active agents in the development of their own identities through reading. Using a sociocultural lens, the study examines reading practices in school, family and community settings that go beyond the instrumental view of literacy. The review encompassed open-access articles published in the Web of Science database from 2020 to 2025 in Spanish, English, and Portuguese. The research was organized into five thematic areas: (1) reading mediation in the classroom, (2) shared reading at home, (3) children’s agency, (4) sociocultural identity, and (5) public reading policies. The results contribute to a more nuanced understanding of reading as a cultural, political, and affective practice in childhood. They highlight the importance of teachers as reading mediators, the role of families in encouraging children to read, and  children’s ability to demonstrate agency through their reading practices. The analysis also points to the importance of effective coordination among public policies, schools, families, and communities while highlighting ongoing challenges related to equity and sustainability. The study emphasizes that current conceptual frameworks in school curricula must be revisited. It also highlights the importance of creating culturally inclusive reading environments supported by governmental policies that uphold reading as a basic right and a formative experience from an early age.