19
Reading Skills
AND
Engagement
“Teachers place great
emphasis not just on
children acquiring
specific reading skills but
also on promoting
engagement and
pleasure in reading and
they know what to do
when a child does not
seem motivated to read”
(Lockwood, 2008: 9)
pupils recognize that teachers and other adults within the school read for pleasure. Of
the parents interviewed, all believed that the school was developing an effective reading
culture and praised the fact that the school was actively encouraging children to read for
pleasure.
The positioning of reading for pleasure as central to the school’s policy agenda ensured
that all staff were fully engaged and gave them the incentive and opportunities to
develop ideas creatively around quality texts. They were able to explore a wider variety
of texts and use pupil preferences as a basis for their teaching whilst extending their
own knowledge of children’s literature.
Reading promotion events, including author visits and book focus days have enabled
pupils and parents to widen their knowledge of children’s literature, thus giving them
access to a variety of reading material and the opportunity to discover new authors.
REFERENCES:
Baker, Bickler and Bodman. (2007).
Book Bands for Guided Reading, 4th edition A
handbook to support Foundation and Key Stage 1 teachers
. London: Institute of
Education.
Office for Standards in Education. (2011).
Tenterfields Primary School
Inspection report
.
London: OFSTED Publications.
LINKS TO FURTHER MATERIAL:
strategy/inclusion/wave3/documents/ks_1-
2_levels_bk_bnds.doc
