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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
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
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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
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
Publications
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
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
Publications
Awards
News
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Social Reading Environments
Engaging our children to read for pleasure
Posted by Susan Sadula
Ashbourne Hilltop Primary and Nursery School
Tagged as:
Reading community
,
Reluctant readers
,
Role model
,
Reader relationships
,
Reading curriculum
,
Reading lives
,
motivation
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