PrefaceList of Figures and TablesPart 1: Critical Pedagogy1 Becoming a Reader, A Personal Vignette 1 And so, to School 2 The Reading WELL Study 3 A Transactional Approach to Reading 4 Reading Engagement and Interaction with Narrative 'Reader Response Theory' 5 The Reader Stance Efferent and Aesthetic Reading 6 Narrative Absorption through Fiction - Text, Personal Identity, Experience and Self2 The Reading WELL Theoretical Perspective 1 Mental Health of Children in Australia 2 Eudaimonic Wellbeing 3 Developmental Bibliotherapy 4 Developmental Bibliotherapy in Educational Contexts 5 Transactional Reader Response Theory, Alignment to Developmental BibliotherapyPart 2: Language and Literacy Teaching3 Generating the Aesthetic Transaction through - Life to Text - Text to Life 1 Children's 'Picture Story Books' Narrative Absorption through Fiction 2 Literacy as a Cultural Practice 3 Co-Construction of Meaning through Shared Reading 4 Parental Influence on Children's Reading Engagement4 Literacy-Focused Home Reading Programs 1 Funds of Knowledge 2 The Opportunities, Recognition, Interaction and Modelling (ORIM) Taxonomy 3 The Four Resources Model 4 Creating The Reading WELL Home Reading Program 5 The 3 Wellbeing Focus Areas 6 The Reading WELL Key Messages7 Previous Programs Informing the Reading WELL Key Messages - Body Image8 Previous Programs Informing the Reading WELL Key Messages - Self-Esteem9 Previous Programs Informing the Reading WELL Key Messages - Resilience 10 Developmental Bibliotherapy Book SelectionPart 3Research Literacy Using Critical Creative Approaches5 Creativity within the Narrative Field 1 Narrative Research as an Interpretive Methodology 2 The Ethics of Re-Storying the Evidence 3 The New Reading WELL Narratives (Story) 4 The New Reading WELL Narratives as Fiction-Based Research6 The Reading WELL story, Story and STORY 1 story 2 Story 3 STORY 4 In ClosingAppendix A: The Reading WELL Child JournalAppendix B: The Reading WELL Books Bibliotherapy Questions and Suggested ResponsesReferencesIndex.