Reading for Pleasure Pedagogy
The TaRs research project revealed that a robust RfP pedagogy encompassed four practices: reading aloud, informal booktalk and recommendations, and independent reading time within a highly social reading environment.
It was not simply a case of employing these four practices. Their success was dependent upon teachers’ knowledge of children’s literature and of their readers. When responsively combined these practices positively influenced children’s attitudes and attainment.
The research found that RfP Pedagogy must be explicitly planned for and must be:
- Learner-led
- Informal
- Social and supported by
- Texts that Tempt
Sustaining Reading for Pleasure
In this short video, Sonia Thompson, Headteacher from St Matthews Birmingham and one of the first ever winners of the Reading for Pleasure Awards, reflects on sustaining RfP pedagogy:
Employing a RfP Pedagogy Checklist will enable you to:
- Take responsibility for and plan to develop children’s RfP alongside and as complementary to reading instruction
- Effectively use wider knowledge of children’s literature and other texts to enrich children’s experience and pleasure in reading
- Let children control more of their own reading and exercise their rights as readers
- Make time and space for children to explore texts in greater depth, share favourites and talk spontaneously about their reading
- Build reciprocal and interactive communities of readers
