We know it can be tough to enrich the vocabulary of our students, but Stephen Parsons shows that it can be done with sustained effort and by incorporating fun along the way.
Engaged readers tend to talk about what they’re reading and discuss how they relate to it. Jori Krulder shows how to engage and inspire an authentic love of reading through one-to-one conferences with students.
Sue Ball and Stella Thebridge of the Association of Senior Children’s and Education Librarians show how public libraries and Schools Library Services can help schools promote a love of reading.
Being able to read, write and speak well underpins a child’s chances of success at school, at work and in life. But how do we begin to inspire children to pick up a book or a pen when it is often the last thing they want to do? Jim Sells from the National Literacy Trust shares some ideas and resources for connecting reading to sport for motivating students.
Vocabulary, word recognition and reading fluency are important skills for reading, but they don’t cover the whole picture. Jeffrey Pflaum shares ideas for helping students understand the process of reading silently and visualising what they read.
A lifelong love of reading is important for so many areas of well being, yet many people lack literacy skills, contributing to some of the biggest societal problems. Sue Wilkinson shows how The Reading Agency is bridging the gap for vulnerable children and adults so they develop the skills to access the power, importance, life-changing and life-enhancing impact of reading.
“Though this be madness, yet there is method in ‘t.” So reads the line from Shakespeare’s tragic Hamlet, and as Luke Hollowell-Williams from the Primary Shakespeare Company shows, dramatic methods can help unpack the ‘madness’ and create brilliant young learners.
A campaign called BLUSH is trying to lift young males out of their shocking language delay. Kathryn Boothroyd and Julie Hoodless report.
There has been a growing body of evidence that reading for pleasure is the most important indicator of the future success of a child. Dr Beth Southard considers a book scheme in Norwich that encourages children in care to read more.
Too many children are leaving primary schools unable to read well. Everyone can make an impact urges Sonia Blandford.
Far from being just a repository for books, libraries play an important role in social learning and the health and well-being of children and society as a
, argues Sue Williamson.
One in three children leave primary school with a reading level that is below national expectations, with profound consequences for both the child and society. It doesn’t have to be this way, argues Jonathan Douglas.
Maureen Hunt examines the quality of the reading ‘diet’ children are getting and how important it is for those children from more disadvantaged backgrounds to have rich reading experiences in school. She explores why solely using a phonic based approach is not enough and gives some top tips for teachers to make the reading experience into a metaphorical banquet for children.