Tag archives: reading news

Friday, 12 January 2018

News and articles about children’s reading

Hampton LibraryThis is the very welcoming children’s area of Hampton Library in Peterborough, where I gave a course this week on encouraging a love of books and reading in the early years. I’m currently planning next week’s follow-up on supporting reading in the primary years. Because of all the training I give on children’s and young people’s reading, I always like to keep up to date with latest research. Here’s the news I’ve come across in the last couple of months, along with a number of valuable articles.

The government has pledged £120 million to tackle the early years word gap.

They are also planning ‘English hubs’ and phonics roadshows to boost literacy, news that has been met with a certain amount of cynicism and anger, in the light of mass closures of libraries.

Northern Ireland and England schools are now in the global top ten for reading. However, analysis by NFER demonstrates that the improvement on previous years is small and that England has an above average number of children who do not like reading.

New research shows that over 750,000 UK children have no books of their own, a worrying statistic as children without books are fifteen times less likely to be good readers.

One in five parents of primary children spend no time reading with their children and over half spend less than an hour a week reading to them. Meanwhile a third think their children don’t read enough books. If only they saw the connection! (I missed this news in September, so am including it here.)

Another new report shows that children’s levels of reading enjoyment and daily reading frequency are both lower than their levels of cognitive reading skills.

It’s always interesting and useful to see the annual International Literacy Association What’s Hot in Literacy survey.

Do read Geoff Barton’s article ‘I salute the teachers, TAs and librarians who inspire a love of reading in children for whom books are alien’. Great to see librarians given due recognition. I applaud this too: ‘We need also to celebrate schools that maintain a commitment to wide-ranging, joyful reading for pleasure, rather than texts deployed merely for comprehension and analysis.’

Rob Smith has written about the importance of letting children enjoy being read to and reading for themselves without always having to answer questions, write reviews, or do some other ‘work thing’.

School librarian of the year Lucas Maxwell has blogged for Booktrust about ways social media can connect students with authors they love.

Lots of useful ideas in teacher Jon Biddle’s two most recent blogs: ‘Ideas for encouraging peer recommendations in the classroom’ and ‘Reading buddies’.

I very much like Imogen Russell Williams’ article on the benefits of illustration in children’s books, which includes excellent book recommendations.

Teresa Cremin has written a valuable piece on the need for teachers’ knowledge of children’s literature to be widened.

Finally, again from Lucas Maxwell, a tale of reluctant readers and a book.

Thursday, 23 November 2017

Literacy and language news and articles

Carrickmacross Library This is the children’s area in Carrickmacross Library in Monaghan County, the lovely venue for a course on reading for pleasure that I gave this week – a fitting illustration for my latest round-up of language and literacy news.

A call has been made for early language development to be prioritised as a well-being indicator to try to bridge the big gap in early language development between children in low-income and better-off households, which gets worse with age, and has major consequences.

A new study indicates that babies as young as six months old may realise certain words are related, and that interaction with adults boosts understanding.

Watching television or playing with smart phone apps does not have any effect on children’s language development, providing they still spend time reading, researchers have found.

Justine Greening has unveiled a new network to boost early literacy.

The gap in reading and writing scores between poorer children and their more advantaged classmates has widened slightly at age 7.

Oral language is key to reading, says literacy expert Dr Jessie Ricketts, but the subject is sorely neglected in schools, and pupils could be missing out on progression as a result.

The Department for Education’s promotion of synthetic phonics can be damaging to early readers and is seriously flawed, according to Dr Andrew Davis of the University of Durham’s school of education.

Research by the Centre for Longitudinal Studies shows that reading improves teenagers’ vocabulary, whatever their background. The lead author says: “The link between reading for pleasure and better vocabularies suggests that if young people are encouraged to discover a love for books, it could alter the course of their lives, regardless of their background.”

The new HMCI, Amanda Spielman, has expressed concerns about the curriculum narrowing both at primary and secondary level. Here is some of what she says in relation to KS2 SATs preparation and reading: “Testing in school clearly has value. This kind of test is intended to measure the child’s ability to comprehend. However, the regular taking of test papers does little to increase a child’s ability to comprehend. A much better use of time is to teach and help children to read and read more. Additionally, the books that teachers read to children need to be more challenging than those the children are picking up themselves.”

Sarah Hubbard, Her Majesty’s Inspector, and National Lead for English, has written about the English curriculum.

‘Ideas for encouraging peer recommendations in the classroom’ by primary teacher Jon Biddle has lots of great strategies for creating a buzz about reading.

A scheme in Blackpool is helping more fathers read with their children every day. This video makes lovely viewing.

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.

 

Tuesday, 27 June 2017

A round-up of recent news and articles about children’s and young people’s reading

manchester girl readingI’ve always loved the Reading Girl statue by Giovanni Ciniselli in Manchester Central Library. The perfect illustration for my latest haul of children’s reading news.

The National Literacy Trust’s important annual literacy survey has just been published. Great to see that rates of reading for pleasure continue to rise. Sadly, though, 40% of 8-18 year-olds enjoy reading little or not at all, with significantly more boys than girls in this camp, far more secondary age students than key stage 2 pupils, and more pupils from white ethnic backgrounds than other ethnic backgrounds. Pupils who enjoy reading were found, not surprisingly, to spend more time reading, to read more widely, to have higher reading scores and better comprehension.

Reading with children starting in infancy gives lasting literacy boost. Shared book-reading that begins soon after birth may translate into higher language and vocabulary skills before elementary school, according to US research.

Children’s reading improves if parents have positive views about their potential and are given ways to support reading effectively at home. A new survey shows big benefits to funding parental support for reading, especially for boys.

There are lots of excellent tips for raising a reader from the New York Times.

Do listen to Dr Vivienne Smith talking about why reading is important, not least for empathy and mental health.

Author and former teacher Jo Cotterill has great ideas for developing reading for pleasure. I also recommend this Scottish Book Trust blog on the subject.

A tweet by year 5 teacher Lauren Butterworth demonstrates how important it is to model reading behaviour: ‘The biggest influence on reading for pleasure in my class has been me reading – the kids love asking me questions.’

‘The essential components of a KS2 reading scheme’ is full of valuable pointers. The final essential on the list? A teacher who loves reading.

One of my greatest joys at primary school was when teachers read to us, and I loved it especially when it happened outside. A recent article explores the value of taking reading lessons into the open air.

Many primary schools are moving away from the carousel guided reading model. For teachers looking for guidance on this ‘How I teach whole class reading’ is useful, as is ‘ How to switch to whole class guided reading’.

Boys’ reading attainment is frequently addressed. A recent article suggests that girls’ reading problems often fall beneath the radar.

An anonymous English teacher ponders on the implications of the lack of reading by English teachers. It’s well worth reading the comments too, and this response from another English teacher.

New research demonstrates that children’s learning and comprehension do not differ between printed and digital books. Comprehension is dependent on content, not medium.

‘Inappropriate content’ is a useful discussion between an author and a bookseller about why age banding children’s books is unhelpful.

Last but definitely not least, an inspiring animation from We Love Reading.

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.