This year parents, assistant teachers, reading volunteers, teachers and even other young readers have asked me how to effectively read alongside children.
As a result, I’ve created this guide to reading with children. It’s available to download below.
It is split up into a few sections and includes the following:
- Sharing and making explicit what it is good young readers do.
- Explaining what you should do when reading alongside children.
- Explaining your role as a ‘reader-thinker’.
- Outlining what are the best things you can do when helping a child to read.
- Naming the worst things you can do when helping a child to read.
- A short explanation about how readers go about decoding text.
- What to do before you start reading.
- What to do whilst you are reading.
- What to do after you’ve read.
- What sorts of things you can focus on when writing in reading records books.
I hope you find it useful!
Continue reading “A Guide To Reading With Children”
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.”