This article is based on, and written in relation to, findings of educational research (Cremin, 2008, Pieper & Beadle, 2016 & Miller & Anderson, 2009). The tenor of this article is to allow the reader to reflect on children’s reading and is in no way a criticism of any school(s) policy or teachers’ practice.
If you’ve ever felt a pang of disappointment that some (and maybe even many) of the children in your class are not turning to books with enthusiasm and engagement, despite your best efforts at providing book-weeks, author events, booktalk sessions and a selection of ‘good’ titles in your class library, then I urge you to read on now.
Continue reading “Creating A Community Of Readers: A Reading For Pleasure Article”
A Teacher’s Philosophy
I should start out by stating quite clearly that this is not an article advocating for the removal of phonics from classrooms. However, a teacher’s approach to the task of teaching reading is guided by what they think reading actually is. If armed with a viable definition of reading and an understanding of some of the instructional implications of their definition, teachers can use almost any reading materials to help children develop productive reading strategies.
Continue reading “Why children should be encouraged to only ever use phonics as a helpful friend.”