Category archives: reading promotion

Tuesday, 24 April 2018

Children’s reading news – a round-up of recent research and articles

mso98AE2There’s been lots of reading-related news recently. This is my latest round-up, illustrated with a delightful old family photo.

New research highlights an increasing vocabulary deficiency in UK schools.

A study shows that the benefits of reading aloud to children include behaviour and attention.

‘Three strategies to engage primary pupils in reading’ looks at the importance of peer reading, regular read-alouds and auditing school reading materials.

An American expert suggests that reading aloud is valuable in high school for breaking down equity barriers.

‘Why do children read more? The influence of reading ability on voluntary reading practices’ is well worth looking at.

‘Reading for pleasure: a different king of rigour’ explores primary class provision that makes a difference.

‘What teachers need to know about shared reading’ explores the benefits of shared reading in the early years and beyond.

‘The 9 essential components of a KS2 reading scheme’ is useful. I would add an attractive, well-stocked and well-promoted school library to the list.

‘Why are boys from low income families more likely to disengage with reading?’ suggests teachers’ stereotypes can affect boys’ engagement with reading.

Here are a school librarian’s top tips for inspiring pupils to read.

Finally, do take a looks at these two videos, the first about how Eileen Littlewood, headteacher at Forthview Primary School, built a reading culture at her school and the second on how shared reading can help younger readers (and the older ones too).

Friday, 23 February 2018

Language and literacy news and articles

mso64805There have been lots of useful articles and reports about children’s language and literacy development and ways to support them published in the last couple of months. Here’s a round-up.

Important new research shows that engaging young children in conversation is more valuable for brain development than ‘dumping words’ on them.

An analysis has recently been published exploring whether screens help or hinder language development in the early years.

We know that children’s language and literacy is immensely enhanced by being read to, so it is sad to see that only half of pre-school children are being read to every day.

Reading aloud is of course not just important for young children. ‘Encouraging a love of reading in a culture of assessment’ by parent Brian Gesko is moving and valuable.

Disturbing National Literacy Trust research highlights a huge gap in life expectancy between children in areas of good and poor literacy.

Do read ‘The best way to start closing the attainment gap between poor kids and their peers? Reading, reading, reading’ by head teacher Colin Harris.

It’s also well worth looking at this article showing how literacy skills have significantly improved as a result of the reading for pleasure scheme in Renfrewshire primary schools.

Primary English lead Rachel Lopiccolo suggests five ways to boost reading for pleasure in primary schools.

There are valuable ideas in ‘Why every class needs read alouds’. I love this: ‘The read aloud is like the Swiss Army knife of literacy; it has multiple uses at every age and in every content area.’

The ever-useful Scottish Book Trust lists some creative ways to get primary children to respond to books.

‘Fascinating rhythm’ is interesting on the value of rhythm for dyslexic and other children for phonemic awareness, reading fluency and wider learning, and ways to embed it.

A new report that tells us secondary school students are reading well below their reading level has received considerable press coverage, for instance this Guardian piece. It’s important to note however that this research is based solely on data from the Accelerated Reader project, and many have questioned its accuracy as a national picture.

‘Don’t knock kids for rereading books. Encourage them to read, full stop’ is a thoughtful response to the report and its reception by the director of the English and Media Centre.

Wednesday, 6 September 2017

Children’s and young people’s reading – latest news and articles

Wilstead booksSome of the wonderful books we explored on an inset I gave on Monday on reading for pleasure. (Perfect topic for the start of the academic year.)

Lots of news and articles about children’s reading came out over the summer. Do hope this round-up is useful.

An American study shows that the benefits of reading to babies last for years.

New research shows the importance of oral vocabulary for reading: children find it easier to read words they have heard before, even if they’ve never seen them written down.

I was very interested to read Kate Nation’s views on the necessity for good comprehension strategies to complement phonics teaching in early years.

Primary teachers, do also look at this helpful, nuanced review of the relative merits of whole class reading teaching and guided reading. (My last news round-up has links to a couple of other valuable articles on this topic.)

Lots of good ideas in ‘Six steps to create a reading culture in your school’. Great to see school libraries and librarians (appropriately) valued.

‘What works for getting kids to enjoy reading’ has some interesting data and ideas, particularly about rewards for reading and easy access to books.

This useful blog on reading interventions argues that all interventions must be appropriate to the individual, for instance that a phonics-based approach will not help a successful decoder who struggles with comprehension.

Finally, an intriguing discovery: only human protagonists in children’s books impact on children’s social behaviour, not animal ones.

 

Friday, 7 July 2017

School libraries and librarians and their importance

new milton bus

This is the fabulous library at New Milton Primary School.

I believe passionately in the value of school libraries and librarians. In the last couple of years a number of schools have made their librarians redundant, a truly shocking act that will have long-term consequences for children’s reading and wider learning. Budgets for libraries have diminished drastically in all too many schools, again something that will have a big negative effect.

Last week saw the publication of a valuable literature review of school libraries, exploring current provision in the UK and evidence of school library impact. It demonstrates clearly the benefits of an effective school library and librarian in relation to reading skills and enjoyment; wider attainment; attitudes to learning; resilience; independence; self-esteem. There is a useful run-down of the elements of good school libraries. (Librarians come top of the list.)

For those who haven’t seen it, this is an excellent outline of the role of the school librarian by Alison Tarrant, School Librarian of the Year 2016.

On Principals Know: School Librarians are the Heart of the School several US school principals talk about the importance of school libraries and librarians.

Here is author Cathy Cassidy on the transformative impact of school libraries and school librarians: ‘Where there is a school library – and that mythical, magical creature, a school librarian – there is hope .…. School libraries are awesome. They are a refuge for the lost, the lonely; a haven for the bookworm; a hotbed of creativity, revolution and adventure. School libraries often contain book clubs and cake and laughter, as well as shelf after shelf of brilliant stories, dreams, other worlds. They teach young people how to find their wings and fly, and without them we’d be lost.’

There are links to more articles and reports on my previous blogs on school libraries.

Tuesday, 28 March 2017

Recent news and articles about children’s and young people’s reading

IMG_3406I love this picture, Jeune fille lisant by Simon Simon-Auguste, which I came across in the art gallery in Troyes in France last summer. It seems the perfect illustration for my latest round-up of reading news.

‘How reading impacts your kid’s brain’ pulls together research on the benefits of reading for brain development, mental health and even life expectancy.

‘Learning to read is a complex process, so we need to make sure that it isn’t reduced to one strategy’ identifies methods for helping young children engage with the written word.

There are more good ideas for making reading fun in the early years in ‘Making storytime special.’

In ‘Why whole-class reading beats a carousel – and seven ways to ensure it is successful’ a KS2 teacher explains his preference for whole-class reading sessions over guided reading, and lists key ingredients for making them work.

A US study demonstrates that classroom book collections arranged by topic rather than by level increase children’s reading skills, motivation and enjoyment.

The International Literacy Association’s annual What’s Hot in Literacy survey highlights significant mismatches between what is currently hot in literacy teaching and what should be.

New research indicates that print books remain more popular with children than reading from screens. The study also discovered that the more devices a child has access to, the less they read.

‘Print matters’ explores the reasons for children’s and families’ preference for print over digital reading. Parents and children like the physicality of printed books and enjoy the emotional closeness of sharing them.

However, the way children read changes with age. Whereas 9-12 year-olds read offline for twice as long as online, 13-16 year-olds spend double the amount of time reading online, according to a new Childwise report. The report also found that a third of 15-16 year-olds say they never read, compared to 5% of 9-10 year-olds, and that boys are almost twice as likely never to read as girls (20%, compared to 11%).

I was delighted by a headteacher’s piece on why she asks interviewees what they are reading. ‘I need teachers who have a rich hinterland, and who can encourage reading in children. I want them to have read enough books not to be embarrassed when faced with a class reader. I want them to be keen to enter another world for a bit, and I want them to do it for themselves.’

Finally, do read this heart-warming letter from teacher Jon Biddle to his class.