What better time to reflect on children’s reading and explore the latest research and articles about it than Children’s Book Week. And what better quote to start with than English teacher and children’s author Emma Cox’s words in her TES article about the value of reading for children: ‘Reading is the most powerful gift we can give a child: it puts stardust in their imaginations’. Lovely!
I took the photo in Embrun in the French Alps. Great to see children’s reading celebrated in this way.
November is National Non-Fiction Month – the perfect opportunity to highlight information books and harness their value. So many children get into reading because they love finding things out. Non-fiction can change the attitudes of reluctant readers. There’s a poster and information available about 100 brilliant NF books, and a chance to win the entire set. The National Federation of Children’s Book Groups blog has lots of interesting posts on NF themes. The Federation has an activity pack to encourage NF book-making and tips for booking NF authors.
I totally agree with the title, and the content, of the latest BookTrust blog ‘No wrong book’ – how to get your child reading.
New research shows that reading to children is more effective than technology at boosting science skills.
There’s been lots of press coverage of a report on boy’s reading that says boys read less thoroughly than girls, and therefore understand less, and that they are more likely to choose books below their reading level. The research is based on analysis of Accelerated Reader data, which has raised questions among some commentators about its overall validity.
Susan Elkin has written an article on how to get boys reading.
‘Equip teachers to support children with language disorders in the classroom’ makes interesting reading, showing that lack of recognition of language disorders has major impact on children’s literacy and wider learning.
For those working in the secondary sector, I came across a useful blog on the importance of higher level language skills for literacy, in particular the need for support for comprehension, especially for students with poor language skills.
I was pleased to discover innovative ideas for supporting literacy through photography.
Finally, wise words from Professor Teresa Cremin: ‘We cannot require children to read with or for pleasure, nor can we oblige them to engage positively in words and worlds. We can, however, invite and entice children to find enjoyment in reading, share our own pleasures (and dissatisfactions) as readers, and work to build communities of engaged readers.’