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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.

RfP Pedagogy Diagram

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.

This RfP Pedagogy check-LIST enabled teachers to underpin their planned practice and to:

  • Take responsibility for and plan to develop children’s RfP alongside and as complementary to reading instruction
  • Effectively use their 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

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