Participation in leisure experiences and the development of communication skills are fundamental for the well-being and social inclusion of people with disabilities. This research focuses on learning to read among people with intellectual disabilities (ID) and on finding strategies to make reading more accessible for this population. Through an intervention in an inclusive reading club, the study analyzes how participation in this reading experience influences various aspects of the lives of adults with ID, evaluating their personal, social, and emotional development, reading skills, and social inclusion. A phase of evidence collection was designed based on a qualitative approach, through interviews with 22 participants (users, volunteer university students, and organizers). The results show a positive impact of these clubs on various aspects of the participants' lives, emphasizing the need to continue adapting these initiatives to meet the specific needs of people with disabilities. Additionally, the importance of creating an inclusive culture that recognizes self-determination as a crucial factor for the integration of people with ID into society is highlighted.
Article Details
How to Cite
Borau-Viu, C., Latorre-Cosculluela, C., & Mallén-Berdejo, M. (2025). Reading, Socioemotional Development, and Inclusion in Adults with Disabilities. Ocnos. Journal of reading research, 24(2). https://doi.org/https://doi.org/10.18239/ocnos_2025.24.2.532
Borau-Viu, Latorre-Cosculluela, and Mallén-Berdejo: Reading, socioemotional development, and inclusion in adults with disabilities
Introduction
Social and cultural participation is essential for enhancing the quality of life for
individuals with intellectual disabilities, promoting their equitable and active inclusion
in society, respecting diversity, and fostering a sense of belonging, acceptance,
and collaboration (; ). These activities provide opportunities to form meaningful connections, develop
social and emotional skills, and strengthen the sense of belonging and overall well-being
(). further adds that inclusion goes beyond mere integration, recognising the rights
of all individuals to participate in social, cultural, and educational life. This
inclusion is not limited to physical presence, but also extends to the sense of belonging,
acceptance, and appreciation within the community ().
Self-determination is crucial for the inclusion of individuals with intellectual disabilities,
enabling them to control their lives, be active agents in their inclusion process,
and form meaningful relationships, with the support of organisations that promote
their autonomy and the impact of legislative advancements (). Leisure activities, including reading, contribute to increasing self-confidence,
promoting social integration, boosting self-esteem, and improving overall life satisfaction
for individuals with disabilities ().
Promoting reading habits among individuals with disabilities is particularly relevant
today. Reading, in addition to providing access to information, also contributes to
cognitive and emotional development (; ). For adults with intellectual disabilities, who often face additional challenges,
reading allows them to expand their knowledge, improve communication and expressive
skills, and enhance their quality of life ().
Reading clubs are inclusive spaces that facilitate social and cultural participation,
promoting the enjoyment of reading, personal development, emotional expression, and
the establishment of meaningful relationships (). Through the guidance of a moderator, participants explore texts and enrich their
thinking through the exchange of ideas and reflections ().
In the Spanish context, reading clubs emerged in libraries in the 1980s, initially
attracting adults, but over time, they diversified and expanded into various environments
(). Reading clubs follow a common procedure for selecting books, reading over a specified
period, and scheduling discussion sessions, where key passages are explored, characters
are analysed, and reflections are shared (; ).
Reading clubs complement individual reading practices by fostering listening and oral
expression skills, stimulating diverse interpretations of texts, and promoting literary
criticism (). The presence of a facilitator is essential for guiding discussions and encouraging
reflective analysis (). The exchange of opinions and attention to each participant strengthen engagement
and the sense of group belonging (). This dynamic environment drives intellectual growth by overcoming the fear of participation
and validating diverse perspectives, facilitating the exchange of ideas (). It also fosters creative and comprehension skills, enriching the cultural background
of individuals (). Participation is based on feeling valued and understood, promoting meaningful dialogue
about literary works ().
These experiences have revitalised libraries and sparked an interest in reading among
various individuals, even those with no prior interest in reading, fostering the development
of reading habits (; ). These clubs have promoted the pleasure of reading during leisure time, allowing
immersion in both real and fictional stories, and facilitating a deep understanding
and analysis of the themes addressed (). Furthermore, they encourage critical thinking and have positive impacts on their
members as well as on the reputation of the institutions that support them ().
Although there are studies on reading clubs in the Spanish context (; ), few focus on individuals with disabilities (; ). Therefore, this research poses the following central question: What are the perceptions
of professionals regarding their participation in inclusive reading clubs aimed at
individuals with disabilities? The aim of the study is to analyse the perceptions
of community agents involved in the development of a reading club, understand its
impact on the community, and identify areas for strengthening and development. Furthermore,
it seeks to explore the participation experiences of individuals with intellectual
disabilities (ID) in reading clubs, in order to understand their contribution to well-being
and social inclusion. The research examines how participation in these spaces influences
personal, social, and emotional development, as well as reading skills and integration
into society, identifying elements valued by participants and offering recommendations
to optimise the club’s effectiveness.
The study has the potential to generate practical and social benefits by improving
educational practices and social intervention, contributing to the inclusion of this
group in society. It is also relevant in both the academic and professional contexts,
as it addresses key challenges in inclusive education and the promotion of reading
habits among vulnerable populations.
Method
The study employed a qualitative approach, which gathers descriptive data through
verbal expressions, written accounts, and observable behaviour (). According to , qualitative research aims to understand a constantly changing social reality, analysed
from the experiences of the protagonists and their internal logic. This approach not
only describes but also provides meaningful explanations about social reality (). Semi-structured interviews were used – adapted to each participant group – were
conducted in order to address the topics.
Context of the experience
The reading club “Reading + Inclusive” is part of the “Huesca more inclusive” project,
promoted by the Huesca City Council and other entities. Its objective is to improve
the inclusion of individuals with intellectual disabilities (ID) through reading,
providing a space to develop cognitive, social, and emotional skills.
The club holds its sessions at the “Ramón J. Sender” Municipal Library in Huesca,
where books selected by library volunteers are provided, taking into account their
accessibility, interest, and ability to encourage debate. The works include short
novels, short stories, and picture books with social, emotional, and cultural themes,
and are adapted to the interests and needs of the participants. The selection criteria
include the text simplcity, topics relevance to the group, and the potential to foster
debate and reflection.
The group is made up of of adults with ID, primarily with a disability degree greater
than 33%, some with additional disabilities such as visual impairments or Autism Spectrum
Disorder. For individuals with visual impairments, audiobooks are used, and individualised
support is provided according to each participant’s reading pace.
The club organised eight monthly sessions between 2023 and 2024, divided into six
intervention phases, as detailed in Figure 1. The sessions include discussions, text analysis, debates, and creative writing activities
to improve reading comprehension and social interaction. Each session begins with
the introduction of the text, followed by debates where participants share reflections
and opinions, with the support of the library volunteers acting as facilitators.
The book selection is constantly adapted based on the outcomes of previous sessions,
prioritising topics that generate greater interest and are more comprehensible for
the group. The interactions and cognitive and social progress of the participants
influence these adaptations, ensuring that the process is dynamic and centred on their
needs. The library volunteers are essential to the success of the programme, responsible
for selecting the books, mediating activities, guiding discussions, respecting individual
paces, and providing the necessary support to foster the effective participation of
all members.
Figure 1Phases of the intervention process of the “Reading + Inclusive” reading club.
Participants
The study involved 22 participants, divided into three groups. The first group consisted
of eleven users who actively attended the sessions (table 1). The second group was made up of four volunteer librarians, university students
responsible for coordinating the sessions (table 2). The third group comprised seven professionals from various local entities and associations,
responsible for the organisation and promotion of the club (table 3). The only inclusion criterion was that the interviewees were directly involved with
the reading club, either as active participants or in organisational roles.
Table 1Sociodemographic characteristics of users with disabilities.
* Motivations: 1. Meet new people; 2. Sharemy love for reading; 3. Learn more about
different types of books and authors; 4. Participate in literatura discussions.
Table 2Sociodemographic characteristics of the library volunteers.
* Motivations: 1. Interest in promoting reading; 2. Enjoyment in sharing literary knowledge;
3. Seeking new wxperiences; 4. Interest in promoting inclusion and accessibility for
people with disabilities; 5. Expanding university education.
Table 3Sociodemographic characteristics of the organisers of the ‘Reading + Inclusive’ club.
Organisation, coordination, monitoring, and support of the group
1, 2, 3 & 4
19
M
31
Postgraduate studies (Master’s, PhD,...)
Employed. Psychologist
Yes
Driver for encouraging some of the young people to participate
1, 2 y 3
20
F
57
University studies (Bachelor’s degree)
Businesswoman. Project Manager of Info-doc
Yes
Proposal of the activity from the education committee
5
21
F
46
Postgraduate studies (Master’s, PhD,...)
Employed. Library manager
Yes
Organisation, room booking, obtaining readings, proposals with the volunteer students,
dissemination...
1, 2 & 3
22
F
35
University studies (Bachelor’s degree)
Employed
Yes
Facilitator and logistical coordinator
1, 2 & 3
* Motivations: 1. Foster Reading within the community; 2. Create a cultural meeting
space; 3. Contribute to the personal development of participants; 4. Create greater
autonomy and confidence and bring reading closer; 5. Bring Reading closer to people
with desabilities.
Instrument
Semi-structured interviews were used as a qualitative tool to gather relevant information,
allowing the interviewees to freely express their thoughts and opinions (). The interviews shared a common structure for all groups, with questions of a sociodemographic
nature and fourteen questions focusing on the participatory dynamics of the reading
club, adapted to the roles of each group to balance the consistency of the data and
capture their particularities.
The interviews began by exploring the participants’ experience of enjoyment and entertainment
within the club, as well as the value they assign to their leisure and free time.
Questions such as, for example, how would you describe the experience of leading the reading club in terms of enjoyment
and entertainment? And how do you feel the club project has added value to your free time? were asked. The impact on social relationships was also analysed, observing how participation
fostered meaningful interactions and strengthened support networks.
Next, emotional well-being was assessed by asking: How do you feel your involvement has influenced your personal development or well-being? The impact on reading habits and the perception of the intrinsic benefits of reading
was also explored. Additionally, the supports and resources available in the club
were investigated, asking: How have the resources and supports been organised to ensure the development of the
club? Finally, the participants’ expectations and goals were addressed to understand their
influence on motivation and commitment to the club.
Procedure and analysis
The research process was organised in sequential stages to ensure effectiveness and
consistency. Firstly, some literature review was conducted to contextualise the study
and design the interviews. Participants were then contacted, the objectives were explained,
and their anonymous and voluntary participation was assured. In cases of disabilities
greater than 33%, informed consent was obtained from legal guardians, which was necessary
for 8 out of the 11 participants, following rigorous procedures.
The interviews, between 40 and 60 minutes long, were conducted in person and recorded.
Subsequently, they were transcribed and analysed following the steps outlined by : identification of six predefined categories, clear coding of the data, and application
of the saturation principle to consolidate concepts and establish connections.
Selection criteria for participants included voluntary attendance and active participation
in the reading club, ensuring relevant experiences. To strengthen the methodology,
qualitative measures were followed according to , detailing selection criteria, design, and analysis methods. Reliability was ensured
with detailed transcriptions and data triangulation among three different groups,
ensuring credibility and accuracy (; ; ). Audio recordings met conformity criteria, supporting the verification and auditability
of the data.
Results
The results are cathegorised based on the testimonies and observations, which include
the impact on participation, social relationships, emotional well-being, and reading
habits, among others. Table 4 summarises the results, comparing the three groups in each category. Below, the findings
for users, volunteers, and organisers are presented.
Table 4.Comparison of the impacts of the reading club across different categories for the
three participant groups
Category
Users
Biblio-volunteers
Organisers
Participation in the reading club and its impact
Feeling of satisfaction, personal growth, and enjoyment in an inclusive environment.
The club is inclusive and empowering, creating support networks and personal development.
Significant value in leisure and free time; contributes to personal development and
socialisation.
Impact on social relationships
Opportunity to make new friends and create connections through book discussions.
It fosters a supportive and solidarity-based environment, creating a space for camaraderie.
A space to interact, learn, and grow, benefiting both people with disabilities and
volunteers.
Emotional well- being and self- esteem
Improvement in emotional well-being, motivation, and sense of belonging, as their
opinions are valued.
They observe an increase in participants’ confidence and self-esteem as they feel
heard and respected.
Improvement in mood and emotional well-being through active participation in the club.
Changes in reading habits
Increased motivation and enjoyment in reading; they experiment with new genres and
expand their literary horizons.
They appreciate the rise in participants’ reading frequency and their willingness
to explore new literary styles.
Positive cognitive development through sustained reading, strengthening reading habits.
Benefits of reading
Enhanced concentration, vocabulary, and moments of relaxation; improvement in quality
of life.
Reading promotes inclusion, the exercise of cultural rights, and the development of
social skills.
Stimulates critical thinking, empathy, and social skills, benefiting both users and
volunteers.
Expectations and goals
They hope to continue enjoying and sharing literary experiences; they wish to maintain
established connections.
Expectations were pleasantly exceeded by the active participation and enthusiasm of
the members.
Creation of an inclusive and community-oriented space to share a passion for reading,
with positive growth in participation.
Resources and support
They recognise the value of book diversity, though some suggest improving resources
for people with visual disabilities.
They highlight the importance of book variety and the possibility of collaborating
with other reading clubs to enrich activities.
Importance of coordination among different stakeholders and ensuring adequate resources
for the specific needs of users.
Participation in the reading club and its impact on the participants’ lives
Firstly, the analysis focuses on how participation in activities such as the reading
club influences participants’ lives. Participation in the reading club has a positive
impact on participants’ lives, offering entertainment, personal growth, socialisation,
and skill development. Participants value the experience as enriching, especially
when sharing and discussing books in a safe environment. Notable enjoyment is highlighted,
suggesting that the club adds value to leisure and free time. The library volunteers
and organisers emphasise the inclusive and empowering nature of the project, stressing
the creation of support networks and the promotion of personal empowerment. Participante
1 (usuario): Participar en el club ha sido una experiencia “increíble”, permitiéndome
dedicar más tiempo a la lectura y sentirme más conectado con los demás miembros.
Participant 19 (organiser): The reading club project has added significant value to
the participants’ leisure and free time, providing a vital space for socialisation
and personal development.
Impact on social relationships
The second category examines the impact of the reading club on social relationships,
observing a positive effect on interpersonal dynamics, facilitating encounters and
the exchange of ideas. The library volunteers highlight the supportive and solidarity-driven
environment created, emphasising the importance of discussions on social issues addressed
in the books. The organisers point out that the club provides a space to interact,
learn, and grow together, benefiting both individuals with disabilities and volunteers:
Participant 4 (user): The reading club has made it easier to make friends. Before
I joined, I only knew a few people. But now, by talking about the books we read, I
have met more people and made new friends.
Participant 13 (library volunteer): library volunteer): In terms of social relationships,
the club has become a meeting point for both of us as library volunteers and for them,
creating a space for “camaraderie.”
Emotional well-being and self-esteem
Regarding emotional well-being and self-esteem, users highlight how social interaction
in the club stimulates their motivation and maintains a positive emotional state.
Participation has driven changes in their self-perception and the development of reading
skills, promoting their emotional and intellectual growth. The library volunteers
observe that participants feel freer to express themselves in an inclusive environment,
where their thoughts and emotions are valued, fostering a sense of belonging and validation
within the group:
Participant 12 (library volunteer): (...) They feel heard and respected for their
opinions, which makes them feel good about themselves (...) Everyone has the opportunity
to say what they think, and that gives them a lot of confidence! They feel important
and valued.
Participant 16 (organiser): Participants can experience improvements in their mood,
emotional well-being, and satisfaction by participating in the reading club (...).
Changes in reading habits
On the other hand, members of the club have noticed a significant improvement in their
reading habits, as they previously read little or not at all. The club motivates them
to read more and enjoy the activity, expanding their literary horizons. The library
volunteers highlight the positive change in the frequency of reading and the participants’
willingness to explore new genres. They also emphasise the value of the community
within the club, where participants feel valued and heard, which increases their motivation
and emotional well-being:
Participant 15 (library volunteer): (...) The reading club has been a catalyst for
improving reading habits and fostering a greater appreciation for literature in everyone
(...). It has created a space to share experiences and discover new perspectives (...)
which has significantly enriched their lives.
Benefits of reading
Most of the interviewees value reading not only as entertainment or knowledge but
as a tool that promotes emotional well-being, cognitive, and social development. Users
highlight how it improves their attention, vocabulary, and provides moments of relaxation,
offering tools to improve their quality of life. Volunteers see reading as a means
to access culture, participate socially, and promote the inclusion of people with
disabilities. Organisers also emphasise its cognitive and emotional benefits, such
as critical thinking and empathy. Everyone agrees that reading offers multiple benefits:
Participant 4 (user): Reading gives me much more than just having a good time or learning
new things. It helps me relax, disconnect from stress, and imagine different worlds
and situations.
Participant 21 (organiser): Reading is seen as an unlimited space where anything is
possible. (...) It allows us to explore new worlds, better understand human life,
and develop empathy by putting ourselves in the shoes of different characters (...).
Expectations and goals
Regarding opinions on the expectations and goals upon joining the club, participants
expressed initial uncertainty but anticipated a positive experience. Users hope to
continue enjoying reading, share opinions, and participate in literature-related activities.
The library volunteers, with modest expectations, were pleasantly surprised by the
enthusiasm and progress of the members, planning to evaluate the club through surveys
to improve the program. Organisers hoped to create an inclusive and communal space
to share the passion for reading, and they saw these expectations fulfilled, strengthening
the community and promoting participation:
Participant 6 (User): I hope to continue enjoying the reading club and keep sharing
experiences with the same people I have established bonds with (...).
Participant 17 (Organiser): I have observed an increase in attendance, engagement,
and participation in discussions and activities. Furthermore, a collaborative and
enriching environment has been created between volunteers and participants.
Resources ans support
Regarding resources and support, both volunteers and organisers emphasise the importance
of managing resources effectively for the club’s operation, such as the variety of
books available and the support from volunteers during meetings. They also value the
coordination among the collaborating entities but suggest improving the availability
of specific resources for people with visual disabilities, such as audiobooks and
braille materials:
Participant 13 (library volunteer): The availability and provision of resources has
been excellent. In the future, we could collaborate with other clubs. We could exchange
experiences, ideas, and resources, (...) enrich our own dynamics, and offer a wider
variety of activities and readings (...).
Discussion and conclusions
The aim of this study was to analyse the perceptions of the agents involved in inclusive
reading clubs in order to understand their impact on the community and identify areas
for improvement and development. The testimonies highlight an improvement in the reading
habits of people with disabilities, including an increase in reading frequency and
interest in exploring literary genres. This finding supports previous studies that
emphasis e the role of reading clubs in fostering reading interest, even among those
with little interest or underdeveloped habits (). Furthermore, research suggests that environments that promote reading from childhood
are key to the development of these habits ().
Participating in a reading club can help overcome ingrained habits by providing a
supportive space. According to studies by , sharing experiences in these environments fosters communication and reflective skills,
promoting the overall development of participants. For people with intellectual disabilities,
these skills are strengthened through the social interaction provided by the club
(). Previous research also highlights the value of the community created by reading
clubs, especially in revitalising reading interest in diverse contexts, such as for
people with intellectual disabilities, for whom a sense of belonging is particularly
important ().
Reading clubs have a positive impact on social relationships by enriching thinking
through the exchange of ideas, which fosters the building of meaningful social ties
and a sense of belonging among participants (; ). Furthermore, clubs promote an environment of support and solidarity, creating a
cohesive community (), which contributes to a more enriching reading experience.
In relation to leisure, the results align with the theory that reading clubs, as spaces
for personal and social enrichment, promote enjoyment of literature and a collective
understanding of the topics addressed. Participants express great satisfaction with
the experience, describing it as rewarding and beneficial for their personal development
(; ). This finding is consistent with the concept of “dialogic reading,” where interaction
and idea exchange during the sessions promote critical reflection and a deeper understanding
of the texts ().
The testimonies of the participants reflect a diversity of expectations and goals
when joining the reading clubs, which positively impact their motivation and personal
gratification, promoting the expression of ideas and offering opportunities for learning
and professional improvement (). Participants value the emotional and social connections created, which reinforces
the sense of community. This finding aligns with evidence indicating that leisure
activities can improve the overall life satisfaction of people with disabilities (). Organisers and library volunteers, in turn, hope to strengthen the community and
improve participation, which also helps to enhance the institutional reputation ().
Additionally, it contributes to improving literary comprehension through dialogue
and promotes an education in values (). As for resource management, the importance the availability of a wide range of
books and accessible materials is highlighted, including tools such as easy-to-read
formats, to improve understanding and foster reading habits, especially for people
with visual and intellectual disabilities ().
The results of the study have significant practical implications for professionals
and organisations involved in social inclusion. Reading clubs not only offer entertainment
but also provide opportunities for personal development, socialisation, and skill
learning (). Promoting participation in these clubs can be an effective strategy to improve
emotional well-being and intellectual development. In the educational field, professionals
may see reading clubs as an intervention that enhances the quality of life of individuals
(). Furthermore, future educators can develop essential skills such as creating inclusive
environments that foster critical reflection and collaboration ().
Libraries and other cultural institutions also play a key role in promoting inclusive
reading. Collaboration between various entities can be crucial in organising inclusive
and diverse reading clubs, promoting socialisation and access to literature (). The information obtained in this study highlights the need to continue exploring
strategies to improve access to reading for people with diverse needs. The selection
of materials that respond to the particular characteristics of participants is essential
to encourage motivation and understanding. These materials should be accessible, with
simplified language adapted to the group’s interests, and include pictograms or images
to facilitate text comprehension ().
Finally, reading materials should be inclusive not only in format but also in content,
promoting a positive representation of diversity and contributing to personal and
social development. The creation of catalogs of adapted readings, based on studies
like the present one, could improve the social participation of people with diverse
needs. In interventions involving easy-to-read materials, methodological approaches
such as shared reading, group reflection dynamics, and multisensory tools can be used
to enrich the reading experience ().
Funding
This work has been supported by a project from “Valentia Huesca” managed by the Research
Results Transfer Office of Universidad de Zaragoza (code 2024/0270).
Authors’ Contribution
Cristina Borau-Viu: Project management; Conceptualisation; Data curation; Writing - original draft; Methodology;
Supervision.
Mireya Mallén-Berdejo: Formal analysis; Writing - original draft; Writing - review and editing; Supervision;
Validation; Visualisation.
Ethical Standards Compliance
This research has been approved by the Ethics Committee of the Government of Aragón
(Spain), with approval code PI24/241.
Data Availability Statement
The data supporting the findings of this study are openly available at: Cristina Borau,
Latorre-Cosculluela, C., & Mallén Berdejo, M. (2025). Interview transcript_ Reading,
Socioemotional Development, and Inclusion in Adults with Disabilities [Data set].
Zenodo. https://doi.org/10.5281/zenodo.14968261.
References
1
Ainscow, M. (2005). Developing inclusive education systems: what are the levers for
change. Journal of Educational Change, 6, 109-124. https://doi.org/10.1007/s10833-005-1298-4
2
Alqsaireen, E. M., Khasawneh, M. A. S., Alkhawaldeh, M. A., Al-Taqatqa, F. A. S.,
Ayasrah, M. N., & Al-Rub, M. O. A. (2023). Correlation of social cohesion with psychological
and social support for people with special needs. Journal of Southwest Jiaotong University, 58(3). https://doi.org/10.35741/issn.0258-2724.58.3.41
Álvarez-Álvarez, C. (2016b). Book clubs: an ethnographic study of an innovative reading
practice in Spain. Studies in Continuing Education, 38(2), 228-242. https://doi.org/10.1080/0158037X.2015.1080676
5
Álvarez-Álvarez, C., & Pascual-Díez, J. (2014). Aportaciones de un club de lecturaescolar
a la lectura por placer. Profesional de la Información, 23(6), 625-631. http://doi.org/10.3145/epi.2014.nov.10
De-Amo-Sánchez-Fortún, J. M., Pérez-García, C., Baldrich, K., & Domínguez-Oller, JC
(2023). El club de lectura como práctica dialógica y argumentativa. En M. T. Caro-Valverde,
J. M. De-Amo-Sánchez-Fortún, & M. T. Sánchez (Eds.), Investigaciones educativas en argumentación y multimodalidad (pp. 51-72). Pedro Lang. https://doi.org/10.3726/b20862
8
Arana-Palacios, J., & Galindo-Lizaldre, B. (2009). Leer y conversar. Una introducción a los clubes de lectura. Trea.
Brooks, R., Lambert, C., Coulthard, L., Pennington, L., & Kolehmainen, N. (2021).
Social participation to support good mental health in neurodisability. Child: care, health and development, 47(5), 675-684. https://doi.org/10.1111/cch.12876
Choi, J., & Tinker, G. (2017). Adolescent multilinguals’ engagement with religion
in a book club. Journal of Adolescent and Adult Literacy, 60(4), 415-423. https://doi.org/10.1002/jaal.591
14
Cremin, T., Mottram, M., Collins, F. M., Powell, S., & Safford, K. (2014). Building communities of engaged readers: Reading for pleasure. Routledge. https://doi.org/10.4324/9781315772585
15
Daniels, H. (2023). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Routledge. https://doi.org/10.4324/9781032681504
Freire, T., & Teixeira, A. (2018). The influence of leisure attitudes and leisure
satisfaction on adolescents’ positive functioning: The role of emotion regulation.
Frontiers in psychology, 9, 1349. https://doi.org/10.3389/fpsyg.2018.01349
19
Goatley, V. J. (1996). The participation of a student identified as learning disabled
in a regular education book club: The case of Stark. Reading and Writing Quarterly, 12(2), 195-214. https://doi.org/10.1080/1057356960120206
20
González-Ramírez, C. M., Jarpa-Azagra, M., Catalán-Henríquez, S. L., & Vega-Córdova,
V. P. (2023). Prácticas de lectura de textos no ficcionales de jóvenes con discapacidad
intelectual. Revista Colombiana de Educación, 89, 320-339. https://doi.org/10.17227/rce.num89-17424
21
Grenier, R. S., Callahan, J. L., Kaeppel, K., & Elliott, C. (2021). Advancing book
clubs as non-formal learning to facilitate critical public pedagogy in organisations.
Management Learning, 53(3), 483-501. https://doi.org/10.1177/13505076211029823
22
Hales, P. D., Hasselquist, L., & Durr, T. (2021). Using book clubs to support inquiry
in teacher education. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.28684
23
Henriksson, I., & Laakso, K. (2019). Book talk and aphasia: the power of a book. International journal of language and communication disorders, 55(1), 136-148. https://doi.org/10.1111/1460-6984.12509
24
Hoyne, C., & Egan, S. M. (2019). Shared book reading in early childhood: A review
of influential factors and developmental benefits. An Leanbh Og, 12(1), 77-92. https://omepireland.ie/an-leanbh-og-journals
25
Jiang, M., & Hou, J. (2022). Research on innovations of the service mode of reading
clubs in university libraries. Journal of Education, Humanities and Social Sciences, 6, 5-8. https://doi.org/10.54097/ehss.v6i.4033
Kosmicki, E. A. (2018). The effects of book club participation on reading comprehension in children with disabilities (Tesis doctoral, University of Northern Iowa). https://scholarworks.uni.edu/etd/579
29
Ladias, G., Iatraki, G., & Soulis, S. G. (2022). Providing access to reading comprehension
for Greek secondary students with mild intellectual disabilities. Education Sciences, 12(12), 921. https://doi.org/10.3390/educsci12120921
30
Lindner, K. T., Hassani, S., Schwab, S., Gerdenitsch, C., Kopp-Sixt, S., & Holzinger,
A. (2022). Promoting factors of social inclusion of students with special educational
needs: Perspectives of parents, teachers, and students. Frontiers in Education, 7, 773230. https://doi.org/10.3389/feduc.2022.773230
Michelini, M. C. (2023). Dialogic reading for the development of reflective thinking.
Effects of reading, 2(2), 6-18. https://doi.org/10.7347/EdL-02-2023-01
Tárraga-Mínguez, R. T., & Gómez-Marí, I. (2023). La accesibilidad cognitiva en el
punto de mira. Análisis de una experiencia de futuros docentes sobre la evaluación
del entorno. Aula de Encuentro, 25(1), 109-130. https://doi.org/10.17561/ae.v25n1.7253
35
Moral, A., & Arbe, U. (2013). Una experiencia docente sobre la lectura compartida,
la lectura por placer y las TICS como medio de comunicación y creatividad: Club de
lectores. Psicología educativa, 19(2), 123-126. https://doi.org/10.1016/S1135-755X(13)70019-8
36
Moreno-Mulas, M. A., García-Rodríguez, A., & Raquel-Díaz, R. (2020). Clubs de lectura
en la universidad: mirando a la biblioteca pública. Álabe: Revista de Investigación sobre Lectura y Escritura, 21. https://doi.org/10.15645/Alabe2020.21.5
37
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite
interviews. Qualitative Research, 20(2), 160-173. https://doi.org/10.1177/1468794119830077
Rifai, I., Esmerawati, A. B., Rusiana, R., Paradita, L. I., Anandari, C. L., & Pattiwael,
A. S. (2023). Fostering the love of reading: Dynamics and sustainability of book clubs
in Indonesian Universities. Lingua Cultura, 17(1), 85-91. https://doi.org/10.21512/lc.v17i1.9735
40
Rosmayanti, V., & Yahrif, M. (2023). Best practices in promoting students’ reading
habit in extensive reading class. AL- ISHLAH: Jurnal Pendidikan, 15(3). https://doi.org/10.35445/alishlah.v15i3.3432
Santos, K. S., Ribeiro, M. C., De-Queiroga, D. E. U., Silva, I., & Ferreira, S. M.
S. (2020). The use of multiple triangulations as a validation strategy in a qualitative
study. Ciencia y Saude Colectiva, 25(2), 655-664. https://doi.org/10.1590/1413-81232020252.12302018
43
Saunders, L., & Corning, S. (2020). From cooperation to collaboration: Toward a framework
for deepening library partnerships. Journal of Library Administration, 60, 453-469. https://doi.org/10.1080/01930826.2020.1729623
44
Scheckle, E. (2022). Mediating meaning in booktalk: Reading clubs as third spaces.
Per Linguam a Journal of Language Learning, 28(1), 27-43. https://doi.org/10.5785/38-1-988
45
Skarsaune, S. N. (2022) Self-determination of people with profound intellectual and
multiple disabilities. Developmental Medicine and Child Neurology, 65(1), 16-23. https://doi.org/10.1111/dmcn.15363
46
Tijms, J., Stoop, M. A., & Polleck, J. N. (2018). Bibliotherapeutic book club intervention
to promote reading skills and social-emotional competencies in low SES community‐based
high schools: A randomised controlled trial. Journal of Research in Reading, 41(3), 525-545. https://doi.org/10.1111/1467-9817.12123
47
Toker, A. (2022). A guide for qualitative data analysis in social sciences. Pamukkale University Journal of Social Sciences Institute, 51, 319-345. https://doi.org/10.30794/pausbed.1112493
48
Vivek, R., Nanthagopan, Y., & Piriyatharshan, S. (2023). Beyond methods: Theoretical
underpinnings of triangulation in qualitative and multi-method studies. SEEU Review, 18, 105-122. https://doi.org/10.2478/seeur-2023-0088
49
Wood, S., & Standen, P. (2021). Is speech and language therapy effective at improving
the communication of adults with intellectual disabilities? A systematic review. International Journal of Language and Communication Disorders, 56(2), 435-450. https://doi.org/10.1111/1460-6984.12601
