Teachers as Readers:
Building Communities of Readers
2007-08 Executive Summary
The United Kingdom Literacy Association
This UKLA project was planned in response to
recurring evidence that suggests children in
England continue to read less independently
and...
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Teachers as Readers:
Building Communities of Readers
2007-08 Executive Summary
The United Kingdom Literacy Association
This UKLA project was planned in response to
recurring evidence that suggests children in
England continue to read less independently
and find less pleasure in reading than many
of their peers in other countries (Twist et al.
,
2003; 2007).
In the 2006 Progress in
International Reading Literacy Study (n: 41
countries), only 28% of the English children
reported reading weekly compared to an
international average of 40%.
In addition, previous UKLA research, drawing on
questionnaires from 1200 primary teachers nationally,
showed that whilst the majority read independently
for pleasure, professionally they rely on a very limited
canon of children’s authors and can name only a
narrow range of picture fiction creators and poets
(Cremin et al.
, 2008a, b).
This raises the question
of whether teachers are familiar with a sufficiently
diverse range of writers to enable them
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