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Research & Practice
Teachers’ knowledge of children’s literature and other texts
Teachers’ knowledge of children’s reading practices
Reading for Pleasure Pedagogy
Social reading environments
Reading aloud
Independent reading
Informal book talk, inside‐text talk and recommendations
Reading Teachers: teachers who read and readers who teach
Reading communities
Schools & Teachers
Reading Schools Programme
Whole School Development
Student Teachers and ECTs
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
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OU Research
Research Spotlight
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Home
Research & Practice
Teachers’ knowledge of children’s literature and other texts
Teachers’ knowledge of children’s reading practices
Reading for Pleasure Pedagogy
Social reading environments
Reading aloud
Independent reading
Informal book talk, inside‐text talk and recommendations
Reading Teachers: teachers who read and readers who teach
Reading communities
Schools & Teachers
Reading Schools Programme
Whole School Development
Student Teachers and ECTs
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
Publications
OU Research
Research Spotlight
Blogs
Awards
News
Contact us
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Contact us
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Favourites
Home
Research & Practice
Teachers’ knowledge of children’s literature and other texts
Teachers’ knowledge of children’s reading practices
Reading for Pleasure Pedagogy
Social reading environments
Reading aloud
Independent reading
Informal book talk, inside‐text talk and recommendations
Reading Teachers: teachers who read and readers who teach
Reading communities
Schools & Teachers
Reading Schools Programme
Whole School Development
Student Teachers and ECTs
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
Publications
OU Research
Research Spotlight
Blogs
Awards
News
Menu
Home
Research & Practice
Teachers’ knowledge of children’s literature and other texts
Teachers’ knowledge of children’s reading practices
Reading for Pleasure Pedagogy
Social reading environments
Reading aloud
Independent reading
Informal book talk, inside‐text talk and recommendations
Reading Teachers: teachers who read and readers who teach
Reading communities
Schools & Teachers
Reading Schools Programme
Whole School Development
Student Teachers and ECTs
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
Publications
OU Research
Research Spotlight
Blogs
Awards
News
Choice - Examples of Practice
Developing Reading for Pleasure through Social Reading Environments
Breaking My Own Graphic Novel Stereotypes
Widening Children’s Experiences of Authors when Reading for Pleasure
Navigating Reading
Developing Social Reading Areas in the Early Years
The Building Blocks of Book Talk
Creating A Desire To Read
Developing Book Talk
Recommend, read, review, represent!
Reading for Pleasure at Dunn Street
Graphic Novels are Real Books!
It’s Story Time!
Linguistic exploration – A.K.A a book club for teenagers!
Let’s Boost our Book Talk
Learning to be shelf-aware
Book Displays
A New Chapter Starts Here
‘Let’s Love Reading Everywhere’
Discovering Stories
Social and Sustainable Reading Spaces
We Are All Readers
Just One More Chapter
A Buzz for Books
Five ways to use your School Library
Inspiring children to want to read
‘Me’ time or ‘We’ time?
Hygge and Social Reading Environments
Developing the role of Reading Ambassadors
Developing a Reading Culture
Developing Whole School Reading Environments
Daring Readers
Developing Talk and Share
Peer Recommendation Bookmarks
Developing our Knowledge of Children’s Authors
Social Reading Environments
Reading with LARRY!
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