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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
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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
OU/UKLA Teachers’ Reading Groups
Supporting Reading at Home
Texts & Authors
Publications
Awards
News
Contact us
Login
Register
Favourites
Contact us
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Register
Favourites
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
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
Examples of Practice: Teachers’ knowledge of children’s reading practices
Our Innovative Selection
Reading Through Lockdown
Reading Rivers
From ‘Beginners’ to ‘Bookish Bletherers’
Book Blankets
Reading Surveys
Making Learner Visits to children’s homes
Pupil Preference and Pedagogy
Embedding Book Blankets into the Classroom
Reading Rivers
What Children Want Their Teachers to Know About Reading for Pleasure
Hidden Messages About Reading
Tracking readers’ choices
One World, Many Stories
Getting to Know My Class
Personal Reading Journeys
Reading Habits a Surprise
Observe, document, act
More Valuable Practice
Creating Readers!
Reading preferences and book logs
Developing Whole School Reading Environments
Can Read, Won’t Read!
Books: Friends for Life
Book and Tell
Teachers as reading mentors
Book blankets to advantage the disadvantaged readers
Heyyy, Let’s read!
Wroot Bookworms
Creating Positive Reading Partnerships in EYFS
Reading for Pleasure or Progress?
Knowing Readers and Building Stamina
Our Desert Island Reads
Giving children a voice
Guiding Readers in the EYFS
Children as readers
Uncovering Shared Social Reading Spaces
Reading for All
Reading Rivers
Sharing reading through planned Book Club Weeks
Archived Examples of Practice
Sharing Reading
Building reviews
The Reading Boat
Reading Spaces and Knowing our Readers
Combining Reading Worlds
All the places we can read
My World of Reading
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