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Reading for pleasure pedagogy

Summary of key findings

The TaRs research project revealed that a robust reading for pleasure pedagogy encompassed four specific practices: reading aloud, informal booktalk and recommendations, and independent reading time within a highly social reading environment.

It was not simply a case of employing these pedagogic practices. Their success was dependent upon teachers’ knowledge of children’s literature, their young readers and the nature of reading. When responsively combined these practices positively influenced children’s attitudes and attainment.    

This RfP pedagogy enabled teachers to:

  • Take responsibility for and plan to develop children’s RfP alongside and as complementary to reading instruction
  • Effectively use their wider knowledge of children’s literature and other texts to enrich children’s experience and pleasure in reading
  • Let children control more of their own reading and exercise their rights as readers
  • Make time and space for children to explore texts in greater depth, share favourites and talk spontaneously about their reading
  • Build reciprocal and interactive communities of readers.

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