Teaching Systematic Synthetic Phonics and Early English by Glazzard Jonathan;Stokoe Jane;

Author:Glazzard, Jonathan;Stokoe, Jane;
Language: eng
Format: epub
Publisher: Critical Publishing

(Cremin et al, 2009)

In contrast, reading instruction was oriented towards:

•learning to read;

•the skills of decoding and comprehension;

•system readers;

•teacher direction;

•teacher ownership;

•attainment;

•the minimum entitlement – age-related expectations;

•the standards agenda.

(Cremin et al, 2009)

Reading for Pleasure is distinct from reading instruction because it places more focus on children taking ownership of their learning and making choices about what they want to read. It can be developed by creating reading communities which are characterised by reciprocity and interaction. Reciprocal reading communities share the following characteristics:

•they acknowledge diverse reader identities;

•they are social places that encourage choice and child ownership of their own Reading for Pleasure;

•teachers and children demonstrate extensive knowledge of children’s literature;

•readers have agency and independence;

•there is a shared concept of what it means to be a 21st-century reader.

(Cremin et al, 2009)

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