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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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Publications
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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
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
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Reading Teachers: teachers who read and readers who teach
Learning to be shelf-aware
Posted by Abby Irons & Gemini Sim
University of Greenwich
Ages:
0-4
,
4-5
,
5-7
,
7-9
,
9-11
Tagged as:
Reading community
,
Digital books and reading for pleasure research
,
Discussion
,
Reluctant readers
,
Whole school
,
Poetry
,
Role model
,
Social media
,
Reader relationships
,
Informal
,
Reading curriculum
,
Reading lives
,
Choice
,
Learner-led
,
Reader identities
,
literature
,
diversity
,
ownership
,
social
,
motivation
,
inclusion
,
personal interests
,
student teachers
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