One third of ethic minority children don’t recognise themselves in any texts they read and this is undermining their commitment to reading, according to new research. Emily Best, of the National Literacy Association in the UK, explains the findings.
Sue Williamson insists that school libraries’ role in education and inclusion has actually increased during the Pandemic
New Research shows that organised parental engagement in their children's reading could more than offset losses caused by Covid-19. Heather Clements reports on the Every Child A Reader Framework
Through reading, students can be
transported through time and space, and the beauty of books is often in the imagination of the reader. Author James Hartley shows us how to use creative writing activities to encourage to students to imagine and invent new stories and worlds.
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.
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.
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.
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.