The TaRs research project revealed that a robust reading for pleasure pedagogy encompassed four specific practices: reading aloud, informal booktalk and recommendations, and independent reading time within a highly social reading environment.
It was not simply a case of employing these pedagogic practices. Their success was dependent upon teachers’ knowledge of children’s literature, their young readers and the nature of reading. When responsively combined these practices positively influenced children’s attitudes and attainment.
This RfP pedagogy enabled teachers to:
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