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Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly
(2009).
DOI: https://doi.org/10.1111/j.1741-4369.2009.00515.x
Abstract
Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006–2007), the core goal of the Phase II project was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year-long Phase II project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities (LAs) in England, also sought to build new relationships with parents and families and to explore the concept of a "Reading Teacher (RT): a teacher who reads and a reader who teaches". The research design was multilayered; involving data collection at individual, school and LA levels, and using a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the Phase II research. It suggests that teachers need support if they are to develop children's reading for pleasure, and enhance their involvement as socially engaged and self-motivated readers.
See also:
Collins, F. and Safford, K. (2008) 'The right book to the right child at the right time': primary teacher knowledge of children's literature in Changing English Vol 15 No 4 pp 415-422 ISSN 1358-684X, Online ISSN: 1469-3585
Safford, K. (2008) Reading in the middle years: the rights of the reader in Books for Keeps No 170 May 2008 pp 6-8
Safford K., O–Sullivan. O. and Barrs. M.(2004) Boys on the Margin: promoting boys' literacy learning at Key Stage 2 London: CLPE ISBN 1872267-40-8
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
