Josie billington reading for pleasure in schools june 2012
Reading for Pleasure in Schools School of the Arts 200 Placements for English Literature students
Partner: The Reader OrganisationGet into Reading: Distinctive shared reading aloud model.Groups meet weekly in homeless hostels, secure units, GP surgeries, neurological centres, care homes, libraries, book shops, arts centres.Crosses age range: looked after children to older people with dementia.
History2008/09 Reading in the Community(English Subject Centre funded, 16 students)2009/10 Reading in Practice: Dissertation new Level 3 module2010/11 Reading for Pleasure in Schools (Volunteer Scheme, KE voucher, 30 students)2011/12 SoTA 200 experience module
Partner: Fazakerley High School• Mixed comprehensive serving communities in top 6% social deprivation, high unemployment• Children claiming free school meals above national average, attendance below• Special education needs and/or disabilities well above national average• ‘Good’ school, standards improving, ‘low literacy levels barrier to learning’ Ofsted 2009
Placement brief and aims• Weekly, one to one, shared reading sessions with pupils.• Not a literacy project (although improved literacy is often one of the outcomes)• Emphasis is on reading for pleasure• You will read with the same young person for one hour each week (about 12 sessions in total) so you will have the opportunity to build a positive professional relationship with the young person, helping you to find the right books and poems that will engage and inspire them.Aims• To promote the enjoyment of literature, encouraging young people to see reading as a fun, beneficial, and life-enhancing activity.• To build young people’s confidence and self-esteem through shared reading.
Student Feedback from 2010/11• The child benefited from the practice in reading but also the social aspect and learning in a new way. It taught me a lot about working with children.• I was surprised by the enthusiasm and appreciation shown by the children and it is a rewarding experience.• I had an absolutely fantastic time on this project - thank you for the opportunity.• More things like this need to be organised!
Student feedback 2010/11What was valuable in the experience was spending time with someone you would probably never have met, and building a strong friendship. I valued how open people are when you are reading a text together, and the feeling of sharing something together. I would advise anyone who has a passion for reading and would like to feel more involved with the Liverpool community to take up this opportunity. I would also suggest it to people who are interested to see what it is like working with people from different sections of society. The experience was both enjoyable and rewarding but also a heavy responsibility which prepares you for life after university.
SoTA 200 2011/12: Preparation and Training, Placements• Personal Statement (July 2011)• CRB checks (Sept-Oct 2011)• Training in Get Into Reading, Sam Shipman, Child, Family, School Lead, The Reader Organisation, 3 x 3 hours Sept-Oct 2011• School Induction (Oct. 2011)• 7 students, hour-long, one to one sessions with two children per semester (four children per student over year)
School Experience• “When she reads it goes in more, I liked it.”• “It gives you a picture in your brain.”• “I understood the story better, I could imagine it more.”• “I read the Twits and I finished the book.”• “Everyday she opens the book and it’s on the right page, how does she remember? I was impressed!”• “I feel more confident reading because you understand the book more.”• “It’s better when they are reading to me, because when you read yourself you’re dead slow when you get stuck on the words. With them, it’s faster.”• “You feel more confident and you’ve got someone to talk to really, because when you’re in class reading in your head you don’t really get the story much, so it’s better with the students.”
School/Home Experience• The university students have become a regular part of school life at Fazakerley; this is a result of their consistency and dedication to the pupils they read with. They have, throughout the year, endeavoured to provide continuity which has resulted in a hugely positive response from pupils. The reading improvements have been above average and pupil feedback has all been positive.• It would be a pleasure to run the reading project again as the time that goes into selecting the book and planning the reading sessions allows for one-to-one intervention like no other in school.
School/Home Experience ‘We were really happy and grateful you selected my son for one to one. It has really improved his confidence and he is asking to read at home now too. Thank you’. (Parent)‘She has always been a chatter box but reading was not something she ever seemed confident with. She would always pass the reading on after a sentence. However, now she will read and volunteer, she encourages others to do the same and I think that does help the class - when they all seem keen to read, even though they may not be the best at it. I think she has made a lot of progress over the last few months. I’m pleased with her. Even her reading assessment was higher than I thought it would be.’ (Teacher)
University Experience• Mutually revivifying interchange of experience e.g. Reading with Children and Families event (April 2012) ‘Universities don’t do enough of this sort of thing.’• Different mode of teacher/student relationship
Student Experience• ‘Being part of The Reader Organisation has been an incredible experience not only allowing me to inspire the children to see reading as an enjoyable activity but to embrace once again the reasons why I fell in love with reading.’ (2012 student)• Career/Employment 20% of current TRO employees graduates from Liverpool School of English