Session 8: Enticing reluctant readers and addressing challenges
Throughout this course, you have read about the theoretical and practical dimensions of nurturing children as readers. It is clear that no two readers are the same, and that when it comes to nurturing children as engaged readers, there is no ‘one-size-fits-all’ to classroom practices and pedagogies. This became even more apparent during the Covid-19 pandemic, when some children became less, and others more, engaged with reading. Data suggests that disadvantaged pupils were disproportionately affected to a much larger extent than first predicted. A report published by the Education Endowment Fund (Rose et al., 2021) into the impact of school closures, refers to a ‘large and concerning gap between disadvantaged and non-disadvantaged pupils’ (p. 11), due, in part, to differential support at home and unequal access to resources.
In this final session you will read about some of the challenges of supporting reluctant readers, balancing RfP with reading instruction and recognising the distinction between reading for pleasure and pleasure in reading. The session then tackles some of the ‘myths’ surrounding Reading for Pleasure in schools before inviting you to reflect upon your own development as a Reading Teacher.
By the end of this session, you will have:
- reconsidered how to support reluctant readers
- explored in more detail the challenges and myths involved in volitional young readers
- reflected on your awareness of your own reader identity
- considered further what it means to be a Reading Teacher.