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Creating Readers (Prue Goodwin)

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Presentation given at SLA one-day conference "Reading for Excellence", 14th November 2014

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Creating Readers (Prue Goodwin)

  1. 1. Prue Goodwin pruegoodwin@btinternet.com Literacy Unlimited Creating Readers SLA one day conference Friday 14 November
  2. 2. School Library Association SLA Guidelines Creating Readers: A Reflective Guide for School Librarians and Teachers www.sla.org.uk
  3. 3. A common cause • Teachers, parents, librarians, authors, publishers, journalists and even politicians want pupils to read for pleasure. In fact, reading for pleasure is now in the national curriculum.
  4. 4. Reading for pleasure in the curriculum • develop a love of literature through widespread reading for enjoyment • develop the habit of reading widely and often for both pleasure and information • appreciate our rich and varied literary heritage • establish an appreciation and love of reading • open up a treasure-house of wonder and joy for curious young minds. Primary NC 2013 page13 • Make sure pupils engage in reading for pleasure and information. NCEF: Curriculum change review 2014
  5. 5. Pupils should: • be expected to read for pleasure and information • develop an appreciation and love of reading independently • read a wide range of fiction and non-fiction • choose and read books independently for challenge, interest and enjoyment. English PoS Ks3 2013
  6. 6. What are the pleasures of reading? • Getting totally lost in a book • Being emotionally engaged with the text • Becoming absorbed in an unfolding narrative; needing to know what happens next • Being fascinated by information on an intriguing topic • Anticipating enjoyment from reading - both words and the images • Talking to other readers – informally or in organised book groups • Being inspired by books (response).
  7. 7. … further, deeper, greater pleasures of being a life-long reader? • Having a close relationship with certain texts for life • Turning to a page that you know will provide you with excitement, challenge, truth, comfort or delight • Seeing literature as the means by which we can understand and accept ourselves and the rest of humanity.
  8. 8. Teaching reading Where does reading for pleasure fit into the curriculum?
  9. 9. Learning to read: two aspects to organise throughout school years • Teaching reading – the active intervention by teachers to introduce and develop all aspects of reading and becoming a reader • Individual development – provision of individual support to all pupils by making strategic interventions in their individual understanding and in their book choices.
  10. 10. Developmental stages Early stages – learning to decode print and seek meanings from texts. Transition – increasing reading skills, literary experience and independence. Independent - sustained reading for pleasure and enlightenment.
  11. 11. Becoming a student • Educational demands dominate reading requirements. • Encouraging reading for pleasure tends to depend more on librarians than on teachers. • Reading books for pleasure is in competition with technology and social development.
  12. 12. Creating readers who read for pleasure Teaching • Reading aloud from a variety of texts • ‘Getting lost in a book’ starts when we read aloud to pupils – introduces books and literary language – increases literary experience – models how meanings are lifted from the page. Independent reading Pupils become readers when they can read with ease • are engaged by the materials on offer • are not discouraged by poor design of text or unnecessary complexity of language • are not being assessed on what they have read • are engaged in genuine response with other readers.
  13. 13. Becoming independent • In primary school, individual growth as a reader is usually related to materials known as ‘reading books’. (What is the purpose of ‘reading books’ in primary classrooms?) • In secondary schools pupils have a variety of experiences (reading for homework, library sessions etc.) but are seldom given timetabled time to read independently. Librarians offer greatest support in facilitating reading for pleasure in school. (What time during the school day do librarians get to encourage it?)
  14. 14. What is the purpose of reading for pleasure (i.e. independent reading) in school? • To experience enjoyment and success; to be made aware of how rewarding and fulfilling it is to be lost in a book. • To practise and enhance reading skills To gain confidence in growing ability, feeling independent and in control To develop stamina as a reader To increase literary experience To begin to feel and behave like a reader. The many pupils who do not experience pleasure in school are unlikely to become readers.
  15. 15. Reading with ease … • … gradually shifts the pleasure of reading from performance to content • … enables understanding beyond the literal as the decoding skills do not detract from meaning making • … allows readers to experience being ‘lost in a book’ as reading is as fluent as possible • … introduces books and language which stretches children’s literary experience, thinking skills, imaginative ideas and vocabulary • … accelerates their growing ability as readers.
  16. 16. Ask yourself why am I doing this? How does it help create readers? What made me a reader? • read aloud to pupils from texts you love • offer them accessible (easy) texts for independent reading • model ‘readerly’ behaviours • have conversations about reading & books • teach them how to select for pleasure
  17. 17. Remember that person, book or situation that made you a reader? Can you provide a significant moment for your pupils?
  18. 18. We cannot make youngsters read for pleasure. But by reading aloud to them, using high quality texts for teaching and providing accessible books for independent reading we can offer significant moments in the reading lives of our pupils.

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