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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
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Informal book talk, inside‐text talk and recommendations
Reading Teachers: teachers who read and readers who teach
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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
Texts & Authors
Publications
Awards
News
Contact us
Login
Register
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Contact us
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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
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
Awards
News
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Reading Communities
Reading for Pleasure Pedagogy
— Independent Reading
— Informal book talk, inside‐text talk and recommendations
— Reading Aloud
— Social Reading Environments
Reading Teachers: teachers who read and readers who teach
Teachers’ knowledge of children’s literature and other texts
Teachers’ knowledge of children’s reading practices
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Reading community
Reading for pleasure
Understanding boys’ disengagement with Reading for Pleasure
Digital books and reading for pleasure research
Discussion
Reluctant readers
Home-school
Whole school
Poetry
Role model
Social media
Book events/celebrations
Library/librarians
Parents/families
Boys
Reader relationships
Reciprocity
Informal
Reading curriculum
Reading lives
Choice
Learner-led
Reader identities
literature
diversity
book blether
ownership
social
motivation
inclusion
personal interests
reading volunteers
student teachers
reading club
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IMPORTANT: You must comply with the professional ethics outlined here In sharing examples of your research inspired practice it is important that your upload reflects professional ethics in this area. If you are working in an educational setting you’ll be familiar with these requirements, they will be stated in your organisation’s policy and you will need to comply with them. This website’s policy draws on this good practice. So your upload will need to: 1.Avoid naming children in your write up Readers will be interested in what you tried out in your setting and the outcomes, but they won’t need to know who the individuals were. Providing a name could lead to children being identified. 2. Only include photos of people, including children, where they or their parents have given their permission. This would normally be given by parents and children in response to a request from your school. So check out who is on record as willing to be included in photographs, and that this covers websites. Your school office should be able to clarify this for you. 3.Check photographs of school displays or children’s work do not inadvertently include names or photos. Sometimes a photo of children’s work can really demonstrate what they have achieved in a way a description can’t. But please check that the display doesn't inadvertently provide the name and photo of a child whose parents have not given permission. We hope to see lots of illustrations of learning and teaching in your uploads. The best uploads will show children who are happy to read and happy to be photographed! They will showcase vibrant and imaginative practice that others will be keen to learn from. By following the requirements above we can share our practice safely.
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