- Introduction and guidance
- Introduction
- 1 What is Reading for Pleasure?
- 2 Reading for Pleasure and children’s attainment
- 3 The decline in children Reading for Pleasure
- 4 Reading for Pleasure in the school curricula
- 5 Developing Reading for Pleasure pedagogies for all children
- 6 Pedagogies and classroom practices
- 7 Beyond attainment: the transformational power of Reading for Pleasure
- 8 The affective power of reading
- 9 Promoting equality through diversity in texts
- 10 This session’s quiz
- 11 Summary of Session 1
- Introduction
- 1 Reading as meaning making
- 2 What ‘counts’ as reading?
- 3 Digital texts
- 4 Children’s texts
- 5 Reading as a personal process
- 6 Personal resonance in narrative and other texts
- 7 Reader motivation
- 8 The role of talk and book chat
- 9 Reader networks and relationships
- 10 Reader identities
- 11 This session’s quiz
- 12 Summary of Session 2
- Introduction
- 1 Narrative
- 2 Narrative: understanding the world
- 3 Exploring possibilities through narrative play
- 4 Dangers of the single story
- 5 Promoting equality, diversity and inclusion through children’s literature
- 6 Addressing sensitive issues and tricky topics
- 7 Empathy
- 8 Enhancing agency through narrative texts
- 9 This session’s quiz
- 10 Summary of Session 3
- Introduction
- 1 The role of educators’ knowledge of children’s texts
- 2 The affordances and benefits of different children’s texts
- 3 Broadening your knowledge of texts that reflect children’s realities
- 4 Teachers’ knowledge of children’s reading practices
- 5 Finding out about children’s reading practices
- 6 Using your enhanced knowledge of children’s reading practices
- 7 This session’s quiz
- 8 Summary of Session 4
- Further resources
- Introduction
- 1 Reading aloud
- 2 Building books in common through reading aloud
- 3 Making read aloud LIST
- 4 Independent reading: time to read
- 5 Supporting reading time
- 6 Informal book talk and recommendations
- 7 Opportunities for book blether and making recommendations
- 8 Social reading environments
- 9 Monitoring the impact of RfP pedagogy
- 10 This session’s quiz
- 11 Summary of Session 5
- Further resources
- Introduction
- 1 Characteristics of reading communities
- 2 Reading Teachers
- 3 A Reading Teacher in action
- 4 Reader relationships across the school
- 5 Reading volunteers
- 6 The school reading environment
- 7 The school library
- 8 Involving authors, illustrators and poets
- 9 Parents and wider community partners
- 10 This session’s quiz
- 11 Summary of Session 6
- Further resources
- Introduction
- 1 The nature of children’s reading at home
- 2 Choice and agency at home
- 3 Understanding shared reading in homes
- 4 Supporting multiliterate children’s reading at home
- 5 Reading at home: mirroring RfP pedagogies
- 6 Developing two-way traffic between home and school
- 7 Parents’ understanding of what counts as reading
- 8 Building home–school reading partnerships
- 9 Text access
- 10 This session’s quiz
- 11 Summary of Session 7
- Introduction
- 1 Reluctant readers
- 2 Balancing RfP with reading instruction
- 3 The concept of pleasure
- 4 Myth busting
- 4.5 Myth
- 5 Engaged reading is solitary and silent
- 4.8 Myth
- 8 Some families just don’t read
- 5 Applying RfP pedagogy
- 6 Developing as a Reading Teacher
- 6.1 Seeing reading and readers in a new light
- 6.2 Developing your knowledge of children as readers
- 6.3 Developing your knowledge of children’s texts
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