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When adding reading promotion activities to the programme, share these with
other members of staff to assess level of success and eradicate any difficulties
that may arise (eg. Not entirely suitable for a particular age phase)
Reading promotion activities need to be tailored to the needs of individual
pupils and so may need adapting
Consider developing lists of questions for each activity which can be used to
stimulate discussion and encourage deeper engagement with the text. This
could be particularly beneficial to use with trainee teachers or parent helpers
Try to build in opportunities for older pupils to carry out reading promotion
activities with younger pupils to enable them to be exposed to different texts
and to share positive reading experiences
The teacher needs to be seen as a reader within the context of the classroom
and promote reading for pleasure within their spare time. Read every day
with the children and allow them to see you as the teacher reading a book that
you find interesting
Invite ‘dads’ in to read to the children so that
they can see that reading is for everyone. This
may encourage boys to read more.
Use the classroom library areas to display
pupil recommendations so that all pupils can
benefit from the views of others
Make reading visible within each classroom so that pupils are exposed to a
wide range of genres and authors
Do not assume that all children enjoy reading
Policy Makers:
Invest time in discussing the value that individual staff members place on
reading so that there is a shared vision and an informed action plan
Use expertise of staff members to collectively develop a reading promotion
programme
Ensure that all staff are actively engaged in the reading promotion programme
through systematic monitoring
