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    The Seven E's of Reading for Pleasure: Alphabet Sevens, #4
    The Seven E's of Reading for Pleasure: Alphabet Sevens, #4
    The Seven E's of Reading for Pleasure: Alphabet Sevens, #4
    Ebook68 pages58 minutes

    The Seven E's of Reading for Pleasure: Alphabet Sevens, #4

    By Sue Cowley

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    About this ebook

    In this short book, Sue Cowley gathers together a huge variety of techniques that will all boost reading for pleasure. She explains a range of approaches that teachers, practitioners and parents can use with their children, to help them become highly motivated readers. Sue examines the best ways to support emerging readers and to build reading expertise. She gives ideas for engaging students with different kinds of texts, and for creating an environment that will inspire a love of reading. Sue also examines ways to harness the power of emotions and experiences to get all of your children reading for pleasure.

    This mini guide is written in Sue's much-loved honest and straight talking style. No theory, no jargon, just down to earth approaches that really work. Whatever age of children you teach, your students will benefit from the strategies and techniques that she reveals here. Read Sue's concise book now and get all of your students to build a lifelong love of reading.

    LanguageEnglish
    PublisherSue Cowley Books Ltd
    Release dateSep 15, 2015
    ISBN9781516342976
    The Seven E's of Reading for Pleasure: Alphabet Sevens, #4
    Author

    Sue Cowley

    Sue Cowley is a writer, presenter and teacher trainer, and the author of over 25 books on education, including How to Survive your First Year in Teaching. Her international best seller, Getting the Buggers to Behave is a fixture on university book lists, and has been translated into ten different languages. After training as an early years teacher, Sue taught English and Drama in secondary schools in the UK and overseas, and she also worked as a supply teacher. She now spends her time writing educational books and articles, and she is a columnist for Teach Nursery, Teach Primary and Nursery World magazines. Sue works internationally as a teacher trainer, as well as volunteering in primary classrooms, and helping to run her local preschool. You can find Sue on Twitter: www.twitter.com/@Sue_Cowley

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      Book preview

      The Seven E's of Reading for Pleasure - Sue Cowley

      Introduction

      One of the most crucial objectives in the first few years of schooling is to ensure that children learn how to read. But as well as teaching children how to read, we must also find ways to help them want to read. Because when children enjoy reading it becomes part of their daily lives: a leisure activity they do of their own volition. And if reading is something that they want to do, then they will do it more often. As the ‘Reading for Pleasure’ Report from the National Literacy Trust (2006) points out: Just because someone is able to read, does not mean that he or she will choose to do so.

      A number of studies have shown how vital reading for pleasure is in ensuring high levels of literacy and in promoting future learning. Research from the OECD* has shown that reading enjoyment is more important for children’s educational success than their family’s socio-economic status. Researchers at the Institute of Education have recently completed a longitudinal study that demonstrates the cognitive benefits of reading for pleasure, even in apparently unrelated subjects such as maths. We know it is vital to get children reading for pleasure, and this book gives you lots of ideas about how to achieve that goal.

      When we get our children ‘hooked on books’, we open up a world of imagination, information and ideas for them. Through a love of reading they can learn about people, places, ideas, adventures, history, geography, science, art, music, and all the many other wonders of the world. This concise guide will help all educators get their students reading for pleasure: whether you work as an early years practitioner, or as a primary, secondary or further education teacher, you will find inspiration here. This short book is packed full of ideas to help your students find pleasure in texts of all different kinds.

      Reading for pleasure is not a self-indulgent exercise. Those children who choose to read every day will meet thousands of words a week. Some of these words will be old friends that they instantly recognise and understand. Others will be new words that they can incorporate into their vocabularies. Reading helps us to develop our writing skills as well, because we learn how language is constructed, and we meet correct spelling, grammar and punctuation over and over again. Reading is a form of ‘play’, with the reader working alongside the writer to make meaning. Those children who feel relaxed and happy around books will want to ‘play with them’ more often.

      The latest research from the OECD shows that a growing number of children do not read for pleasure, that boys do so less than girls, and that the gap in reading for pleasure between children from different socio-economic backgrounds is widening. As educators, this research should act as an alarm call to us: warning us that we must recognise, and celebrate, the vital importance of reading for pleasure. My hope is that this book will help you encourage and build a love of reading that will stay with your children for the rest of their lives.

      Sue Cowley

      www.suecowley.co.uk

      * OECD: Reading for Change

      www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/33690986.pdf

      The First E: Early Days

      To build a love of reading, it is vital for children to be surrounded by books and reading from the earliest possible age. This makes the act of reading feel natural and pleasurable – a normal part of daily life. For many children, this happens in the home: there are lots of books around when they are tiny, and their parents or carers read to them regularly. However, for some children, the home may be completely bereft of books and of the shared experience of reading. This is where the early years setting, and later on the school, is so vital – as educators we must fill the gap for these children.

      It might seem logical to wait until children can understand language before you introduce them to books. But babies can start to appreciate books, and express their choices about reading, from the very earliest days. A baby might enjoy chewing on a buggy book, rubbing her fingers over the textures of the pictures, or simply listening to the sound of mum or dad’s voice. By seeing books all around, and by sharing them whenever possible, parents and educators normalise the role of books within a child’s experience of the world.

      To a small child, cuddling up with mum or dad or any well-loved adult to share a book is a very special experience indeed. The close physical bond and shared experience makes for an easy, relaxed atmosphere. Books come to symbolise love, happiness, security and comfort. In early years settings and schools, this relationship between parent and child is mirrored when teachers or practitioners share books with individuals, groups or with a class. The experience of being part

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