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Research and Ofsted

 

Reading for Pleasure - The Problem

Reading for Pleasure is important...

Inspectors will make a judgement on the quality of education by evaluating the extent to which a rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading. (Ofsted p11, 2019)


‘Reading for Pleasure is a more important determinant to children's success than their family's socio-economic status.’ (Sullivan and Brown 2012)

However...

In the most recent PIRLS test, the UK came 34th out of 50 countries when judged for Reading for Pleasure. (PIRLS 2016)

Reading for Pleasure - The Reading Allowed Approach

Reading Allowed focuses on intrinsic motivation. Children who are intrinsically motivated are more likely to:

  • read more

  • say reading is fun

  • retain key information

  • demonstrate self-determination in reading

(Ryan and Deci 2000, Hidi 2000, Cox and Guthrie 2001, Wanh and Guthrie 2004, Guthrie et al 1998, Deci 1982)

Reading Aloud Ofsted 2019

Reading Allowed has a positive effect on language and reasoning

'Communicative approaches, in which adults help to develop children’s talking, and verbal expression through modelling language and reasoning have been found to have significant positive effects. These approaches focus on reading aloud, talking about what was read, extending spoken vocabulary by introducing new words in context.' (Ofsted p.20, 2019)

Structured Collaboration Ofsted 2019

Reading Allowed offers a structured and fun approach to reading aloud with training for all children involved providing clear, identifiable roles


Ofsted - 'paired work can contribute to learning, but to work together effectively pupils will require support, and tasks must be clearly structured. If it is to have benefits...it requires that...pupils are sufficiently prepared, and that the activity is sufficiently structured ... Pupils need to be able to share, participate, listen and communicate, and tasks need to be structured so that every pupil has a clear and distinct role (to avoid ‘free rider’ effects). Pupils are therefore likely to benefit from explicit guidance on how to work collaboratively, from practising routines needed in effective groups and from having clearly assigned roles' (Ofsted p.13-14, 2019)