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Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project
Author(s) -
O'Sullivan Olivia,
McGonigle Sue
Publication year - 2010
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.1741-4369.2010.00555.x
Subject(s) - literacy , reading (process) , psychology , pedagogy , affect (linguistics) , power (physics) , primary education , mathematics education , early childhood , developmental psychology , political science , physics , communication , quantum mechanics , law
This paper presents findings from a national project in England, The Power of Reading (Centre for Literacy in Primary Education), which has involved to date 41 projects over 5 years, in 16 Local Authorities nationally, with 900 schools and 1,350 teachers. The paper presents findings for the first 4 years. Our data demonstrate how professional development has increased teachers' knowledge of children's literature and developed their confidence in using a wide range of creative pedagogies based on texts. The paper draws on evidence to describe how the emotional power of texts can affect both teachers and children and change their engagement as readers. A range of evidence demonstrates children's responses to texts and their developing understanding through writing, talk, drawing and art work. We provide evidence to show how these factors have increased children's motivation and attainment as readers.