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Reading Teachers
Nurturing Reading for Pleasure





ISBN 9781032105024
Published August 31, 2022 by Routledge
220 Pages 39 Color Illustrations

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Book Description

This engaging text offers primary school educators a principled way forward on their mission to nurture the life-changing habit of reading in childhood. Informed and inspiring, Reading Teachers accessibly demonstrates how teachers who are motivated, engaged and reflective readers themselves, can develop new understandings of reading for pleasure and make a difference to young learners.

Drawing on a range of research evidence, including studies on reading teachers, dis/engaged boy readers, student teachers as readers and work with over 150 schools developing communities of readers, this book provides an accessible overview of international research alongside a highly practical classroom focus. Combining the insights of academics with 24 reading teachers in co-authored chapters, the book includes:

  • Case studies of how practitioners have used research to inform and improve their practice
  • ‘In conversation’ dialogues between educators about classroom practice that fosters positive reader identities
  • Reflections on the editors own reading habits, practices and histories
  • Recommended reading and suggestions of engaging children’s books

Reading Teachers: Nurturing Reading for Pleasure enables practitioners to develop principled practice, helping all children find pleasure and purpose in reading. This book is therefore essential reading for all primary teachers, head teachers, literacy coordinators and trainee teachers.

Table of Contents

Introduction: Reading Teachers, Reader Identity, Section One: Texts and Readers, 1. Children’s literature and other texts, 2. Digital books enriching literacy lives, 3. Exploring gender and reading for pleasure, 4. Supporting readers’ social motivation Reading Practices, Section Two: Reading for Pleasure Pedagogy, 5. Reading aloud, 6. Informal book talk and reader recommendations, 7. Time to read, 8. Social reading environments Readers’ Rights, Section Three: Reading Communities, 9. Reading Headteachers, 10. Reading Librarians and libraries, 11. Parental and community involvement, 12. Celebrating reading Reading Places, Conclusion: Reading Teachers of Tomorrow

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Editor(s)

Biography

Teresa Cremin is Professor of Education (Literacy) at the Open University, UK, and Co-Director of the Literacy and Social Justice Centre.

Helen Hendry is a lecturer in education at the Open University, UK, where she recently co-chaired the MA/Ed in Educational Leadership and contributes to the Education Studies (Primary) programme and open access courses.

Lucy Rodriguez Leon is a lecturer in education (early childhood) at the Open University, UK, where she teaches on undergraduate distance learning modules and writes open access courses.

Natalia Kucirkova is Professor of Early Childhood Education and Development at the University of Stavanger, Norway, and Professor of Reading and Children’s Development at the Open University, UK.

Reviews

"Underpinned by the editors’ considerable research and enriched by experienced educators, this book makes a powerful argument that being a Reading Teacher does not just mean being a teacher who reads, but one who reflects on the relationships between their own reading and school reading, models what it’s like to be a reader, and takes time to get to know the readers in their class. This accessible and persuasive book is a must for all beginning and experienced teachers. And of course, it is a great read."

Professor Cathy Burnett, Sheffield Hallam University, UK

"Reading Teachers is a brilliant book that will fan the flames of the ‘reading fire’ and help schools nurture passionate, engaged and motivated readers."

Jon Biddle, Teacher and English Leader

"This highly accessible book will further practitioners’ understanding of effective approaches for encouraging reading for pleasure, including what it really means to be a Reading Teacher and why that is so important. The art of providing meaningful opportunities for children to become engaged, volitional readers is brought to life through real-world case-studies that cannot fail to inspire teachers and librarians whatever their school, context or role."

Fiona Evans, Director of School Programmes, National Literacy Trust