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Research & Practice

Are you seeking to offer a better balance between teaching young people the skills of reading and nurturing the will – their desire to read – for myriad purposes and for pleasure? If so, you’ll want to develop research-informed practice that has been tried and tested and builds a love of reading.
In the Teachers as Readers (TaRs) study, undertaken in 27 schools with 43 teachers in five areas of England, the research team focused on RfP across a year (Cremin et al., 2014). They developed and tracked teachers’ knowledge and practice, the impact on children’s identities as readers and later observed the creation of RfP pedagogy, the development of Reading Teachers and in time, the emergence of communities of engaged readers
Diagram illustrating effective development of Reading for Pleasure (RfP)
Figure 1: Research insights regarding the effective development of reading for pleasure (based on Cremin et al. 2014)
We found that when the teachers widened their knowledge and pleasure in reading children’s literature and other texts, and become more aware of their own and the children’s reading practices, they began to reconceptualise reading from the inside out, and more effectively built a RfP pedagogy and strong communities of readers within school (Cremin et al., 2014).

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