Reading for Pleasure Pedagogy
Open University (OU) research revealed that a robust reading for pleasure (RfP) pedagogy encompassed four practices: reading aloud, independent reading time, book talk and recommendations in a highly social reading environment (Cremin et al., 2014)
Dependent upon teachers’ knowledge of children’s literature and of their readers, these practices, when responsively combined, positively influence children’s attitudes and attainment. The research found that RfP Pedagogy must be explicitly planned, monitored and:
- Learner-led
- Informal
- Social
- Texts that Tempt
Check out how teachers have developed their RfP pedagogy in line with this research here.
Reading aloud
In Turning Pages Through Reading Aloud, Mirela Brough (Heath Primary School) explores how a whole-school commitment to reading aloud helped create richer reading communities and stronger engagement with books. Find out how shared reading experiences, carefully chosen texts and informal book talk nurtured curiosity and enthusiasm for reading across the school.
In Reading, Writing and Jam: The impact of an author visit, Vikki Varley (Lydgate Infant School) explores how an immersive author visit inspired younger children’s enthusiasm for stories, talk and creative response. Discover how these memorable shared experiences helped build excitement around books.
Social reading environments
In Cultivating a Reading Culture, Audrey Littleboy (Notre Dame Catholic Academy, Liverpool) shares how this secondary school transformed its reading culture through student-led library redesign, informal book talk and visible teacher reading communities. Explore how these approaches encouraged stronger engagement and curiosity, while nurturing reader identity.
In Book Shopping and Reading for Pleasure, Nichola Rossall (Willow Primary School) explores how giving children regular opportunities to browse and choose books in classroom ‘bookshops’ helped nurture agency, excitement and social reading conversations. Discover how these shared experiences helped to widen children’s reading horizons.
Informal book talk, and recommendations
In The Blether Effect, Alison King (Kings Monkton School) explores how informal book talk, peer recommendation and student reading champions helped build a vibrant secondary reading culture. Find out how regular opportunities to share and recommend books strengthened reading communities and encouraged wider reading engagement across the school.
In Empowering Every Voice, Every Book, Every Child, Rachel Saunders (Miriam Lord Primary School) explores how informal book talk, pupil recommendations and highly visible reading communities helped nurture enthusiasm for books across the school. Discover how creating regular opportunities to share reading socially encouraged wider engagement, confidence and curiosity around books.
Independent reading time
In The Hat-trick of Book Clubs, Amy Greatrex (South Wilford CE Primary School)) explores how creating welcoming reading spaces and protected time for independent reading helped nurture young children’s engagement with books. Find out how child-led book choices, social reading opportunities and highly visible reading routines supported enthusiasm and enjoyment in the early years.
In The Bookling Book Award, Lucas Maxwell (Glenthorne High School) explores how protected independent reading time, student choice and a school-based book award helped foster a vibrant culture of reading in a secondary school. Discover how creating regular opportunities for sustained, social reading encouraged wider engagement with books and supported students in developing positive reading habits.
For more ideas see RfP pedagogy.
If you would like to share your experience of sharing your knowledge of children’s literature in the classroom, please use the template here and share it on the OU RfP site.