In schools in England, class readers are typically read incrementally for a portion of each lesson, preceded by an introduction to the day’s reading and followed by a task related to the section that has been read. As a result, reading the book itself can become a lengthy process. This means that students’ experiences of… Continue reading Reading identity: experience, expertise and preference
Whether a book, a film, a television show, or a story someone has told us, we’ve all experienced that sensation of getting lost in a story. It’s a feeling that the rest of the world has faded away, become muted; that we’ve travelled to another place and become somehow closer to the story world than… Continue reading Getting lost in a good book… in the classroom?
Reading a set text with a group of students in a classroom is both a highly familiar staple of school English, and a relatively odd type of reading experience. That is, if we think about other contexts in which we read and discuss texts, such as at a book group, out with friends, curled up… Continue reading Narrative schemas: conceptualising classroom reading