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Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia
(2023).
DOI: https://doi.org/10.4324/9781003215615-21
Abstract
It is every child’s right to read for pleasure. he International Literacy Association defines this right as the opportunity to read freely, voluntarily and with delight – and to read any kind of text. Many teachers recognise this right, and, alongside teaching phonics, language development and comprehension, give time and space to nurturing volitional reading in the young. Reading Teachers spend time getting to know children as readers, they find out about their attitudes, behaviours and identities in order to tailor their pedagogy in responsive ways. Reading histories represent rich resources to learn about the nature of reading. Teachers, in tune with the rest of the population, read widely, for example engaging with newspapers, magazines, emails, articles and social media posts.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
