11 Summary of Session 7
In this session, you have explored the nature of children’s reading at home. In many respects, reading at home differs from, and interconnects with, reading at school; the different texts, practices and expectations in each environment are mutually supportive. However, there is a danger that school reading materials and reading practices are seen as the ‘official’ type of reading and that the everyday reading that occurs in family homes goes unnoticed and unrecognised.
The principles that underpin Reading for Pleasure pedagogies in school are often implicit in children’s home reading, insofar that it tends to be LIST (learner-led, informal, social and with texts that tempt). When educators learn about and celebrate the reading that children do out of school, and recognise multiliterate learners, it can have a positive impact on children’s reader identities, especially for those children who do not excel in standardised reading assessments or who are on lower bands on the reading scheme.
Developing broader and shared understanding with parents about what counts as reading, and forging positive reciprocal relationships are the cornerstones of building communities of readers that extend beyond the school gate; this is key to fostering children’s life-long love of reading. However, not all families enjoy access to a diverse range of appropriate books and other texts, which can constrain children’s capacity to develop as readers. By partnering with, and signposting families to libraries and other organisations, schools can play a vital role in levelling-up children’s access to books. This is particularly vital for children who are reluctant and less engaged readers, which is part of the focus in Session 8.
You should now go to.