Whole School Development

The will to read influences the skill and vice versa (OECD, 2010).

If you want to enrich your school’s practice, make stronger links with parents around reading and ensure all staff are well positioned to nurture life-long readers, then make use of this research-informed site.

It is based upon the OU/UKLA Teachers as Readers research project which, undertaken in 5 Local Authorities across England, influenced both policy and practice and revealed key elements which enable teachers to build interactive reading communities.

You could invite staff to review their practice, undertake a children’s survey to ascertain their views and make use of the document School Development Strategies as it offers ways forward for the whole staff. 

In this short film researcher Professor Teresa Cremin discusses the research findings and the web site. 

Download this form as a PDF

This self‐review document is designed to help you consider your practice with regard to reading for pleasure. It is organised around key themes which, research evidence indicates, influence teachers’ capacity to effectively develop children’s engagement as readers‐ readers who like reading, who chose to read and who want to talk about what they are reading with interested others

A: Teachers’ knowledge of children’s literature

B: Children’s reading practices

C: Reading for pleasure pedagogy

Independent reading time

  •   
  •   
  •   
  •   

  •   
  •   
  •   
  •   

Reading aloud

  •   
  •   
  •   
  •   

  •   
  •   
  •   
  •   
  •   

Social reading environments

Informal book talk

  •   
  •   
  •   
  •   
  •   

  •   
  •   
  •   

D: Reading teachers – teachers who read and readers who teach

  •   
  •   
  •   
  •   
  •   

  •   
  •   
  •   
  •   
  •   

  •   
  •   
  •   
  •   

E: Reading communities

Download this form as a PDF

This self‐review document is designed to help you consider your practice with regard to reading for pleasure. It is organised around key themes which, research evidence indicates, influence teachers’ capacity to effectively develop children’s engagement as readers‐ readers who like reading, who chose to read and who want to talk about what they are reading with interested others.

A: Teachers’ knowledge of children’s literature

B: Children’s reading practices

C: Reading for pleasure pedagogy

Independent reading time

Reading aloud

Social reading environments

Informal book talk

D: Reading teachers – teachers who read and readers who teach

  •   
  •   
  •   
  •   
  •   

E: Reading communities

Subscribe to our newsletter