Reading for Enjoyment

In school we continue to develop the use our sound bags, reading strategies and comprehension. Our Home focus is on reading for enjoyment.

Reading skills should be transferable.

We are nurturing a love of reading instead of drilling children over and over with the same stories.

There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development (cited in Clark and Rumbold, 2006).

Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment (Clark 2011; Clark and Douglas 2011).

Reading enjoyment has been reported as more important for children’s educational success than their family’s socio-economic status (OECD, 2002).

There is a positive link between positive attitudes towards reading and scoring well on reading assessments (Twist et al, 2007).

Regularly reading stories or novels outside of school is associated with higher scores in reading assessments (PIRLS, 2006; PISA, 2009).

Having access to resources and having books of their own has an impact on children’s attainment. There is a positive relationship between the estimated number of books in the home and attainment (Clark 2011). Children who have books of their own enjoy reading more and read more frequently (Clark and Poulton 2011).

An important factor in developing reading for pleasure is choice; choice and interest are highly related (Schraw et al, 1998; Clark and PhythianSence, 2008)

P5 teachers have noted that their pupils’ attitude towards reading has improved particularly with disengaged readers and in particular the boys attitude towards reading.