James Clements is an education writer and researcher and the Series Editor for the Books for Sharing strand of Readerful. He has kindly shared some insight for teachers interested in encouraging and nurturing Reading for Pleasure in their classrooms. Readerful Books for Sharing resources have sharing the joy of reading at heart while also supporting other parts of learning for primary readers.

You can also hear James talking about Readerful Books for Sharing here.

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Just keep reading, reading, reading…

Exposure to language and plenty of print experience is likely to have a far greater impact than trying to master a list of ‘reading skills’, analysing different genres of writing, or answering pages of comprehension questions.

Just putting in the practice: reading, listening to, thinking about and discussing lots and lots of lovely books can make all the difference to children’s reading ability.

Of course, the ‘reading lots independently’ element relies on being able to peel the words off of the page quickly and accurately, which relies on a particular diet of teaching in Reception and Year 1. After phonics, once children are at the stage where they can read most words quickly and figure out any unfamiliar ones they encounter, it is experience of print and language that drives improvement in reading.

Time spent reading lets children practise reading the words, building proficiency and reading stamina. It provides the chance to meet new words, ideas, language constructions and knowledge, all of which make future reading easier.

Every teacher knows that the children who read a lot tend to find reading easier and more enjoyable. They know classrooms that are full of books with time for stories and book talk tend to help children to become readers. The tricky part is finding the time – there are lots of things competing for time with reading, both for teachers with a packed curriculum to cover and for children with all the other things going on in their hectic modern lives.

So, how do we actually do it?

Over recent years, schools have put huge amounts of effort into thinking about how they teach reading, carefully planning the curriculum and deciding on a pedagogical approach: small groups or whole-class? Embedded in English lessons or as a separate slot on the curriculum?

Well, keeping this idea that experience with books builds reading skill at the forefront, perhaps the answer is to make sure we give just as much thought to the other aspects of reading at school, so that children have as many chances to read and listen as possible. In practice, that means thinking about how we can best organise:

1. Reading to children

Whether through a daily story time, a shared class novel, regular shared reading sessions with time to talk, or reading non-fiction texts aloud across the breadth of the curriculum, reading aloud to children is vital from before they start school right up to Y6 and beyond.

For younger children who cannot read the words on the page yet, reading aloud allows them access to the language and ideas of books, as well as showing them that books can be a source of interest and entertainment. For older children who can read independently, reading aloud can introduce books they perhaps wouldn’t read independently, as well allowing them to enjoy more-challenging texts with the teacher there to support understanding. For the small number of children in each class who find reading more difficult than their peers, reading aloud gives them access to the same texts as their classmates, with the same ideas and language which they wouldn’t be able to read on their own. Reading aloud is equitable.

When planning reading aloud, we might want to think about:

How can we ensure that reading aloud happens regularly without being interrupted or cut short? Should it have a ringfenced slot on the timetable? What time of day would work best?
How can we reflect the tone of the text in our voices, modelling how a skilled reader brings a story to life?
What is the focus of reading aloud – is it part of the teaching of reading, with the teacher modelling reading behaviours or leading to discussion about the text or is it purely for the enjoyment of listening to the text?
How will we choose the text? Is it a book that will prompt an emotional response – laughter, empathy or suspense? Will children form a strong connection with the characters, perhaps seeing themselves and their lives reflected in the story? Will it introduce children to new ideas or knowledge?

2. Making time for children to read

Planned carefully, with children engaged with what they’re reading, independent reading time gives children a chance to build the reading habit and develop reading stamina, putting in the practice which leads to fluency and develops comprehension. It can be valuable for everyone, but for those children who don’t read regularly at home, it is crucial as otherwise they won’t have the time to lose themselves in a book.

To make it as successful as we can, we might need to think about:

What can the teacher be doing during this time that will have the biggest impact on children’s reading? Listening to readers? Reading aloud to a small group? Working with children who need more support?
How can we help children to choose books that they are going to enjoy reading, building on their existing interests and preferences and introducing them to new possibilities?
How can we support those children who find independent reading more difficult in these sessions? How can we source books which they will be able to access and enjoy?
How can we set up the classroom environment so everyone can focus on their book?

3. Planning the reading environment

Here, we’re thinking about the wider culture that surrounds reading. This includes the physical environment (book areas, the way books are organised and displayed); the time devoted to talking about books, sharing recommendations and incidental, informal booktalk and social reading; and the overall attitude we share about reading, through how we frame reading activities and books so they are always positive things, a special treat to be anticipated and treasured, rather than a chore to be endured.

We might think about:

How do we display books so they are tempting to pick up and it’s easy to find the right one?
Do we set aside time for children to share recommendations with one another and talk about the books they are reading?
How do we create a genuine buzz around reading, while keeping the focus on the books themselves?

4. Helping children to find the right books

While there are some people who might love reading itself as an activity, and would be equally happy curling up to read the latest thriller, a newspaper or a paint catalogue, for most of us what we like about reading is the something we’re reading. It might be a story that transports to another world, the chance to find out more about a fascinating topic or keeping up-to-date with the latest sports news. It’s what we’re reading that gives us pleasure. The books themselves really matter, both the ones children read independently and those we share with children when we’re reading aloud.

There’s a strong link between motivation and engagement with reading and choice. Like all of us, children are far more likely to engage with a book if they have chosen to read it themselves. However, choosing a book is a skill that develops with experience and some children will benefit from support if they haven’t got the hang of it yet. This might come through adult support in choosing, from friends sharing their recommendations or from reading a book linked to the stories being read aloud to the class.

We might think about:

Why have we chosen the particular books we read aloud to children? Do they introduce children to new ideas or ways of thinking? Are they full of beautiful or interesting language? Will they teach children something new? Are they emotionally powerful, sweeping children along on a wave of excitement or laughter? Are they books that children are desperate to hear?
How can we best use reading aloud as a way of showcasing reading and make links from books children are enjoying listening to, to books they might enjoy reading independently?
How can we best support the children who find choosing a book tricky? How can we showcase the different possibilities open to them? How can we help them to learn to make informed choices?
For the children with strong ideas about what they enjoy reading already, how can we broaden their horizons and encourage them to try new authors and genres?
How can we ensure that everyone has the chance to see themselves and their lives reflected in the books they read and listen to? How can we broaden children’s horizons and show them the world through other people’s eyes, considering the perspectives of others?

Attitudes and habits to reading are formed early on – if we can make reading enjoyable, and normal, then hopefully it becomes something children do now and will continue to do forever, with all of the benefits that brings.

We know that keeping children reading is as important as teaching them how to read. Oxford has published a new series, Readerful, that is everything you need to get all children reading more – so that reading for pleasure isn’t left to chance.