Reading for Pleasure

‘Reading is dreaming with open eyes!’

 

At Monkhouse, we are on our journey towards motivating all young minds to become life-long readers. We have embedded many strategies across school to develop reading skills, so our focus this year is to promote reading that is primarily for enjoyment and pleasure.

Reading for pleasure is a form of reading that is commonly taken for granted and as a school, this is an area that we want to promote as a luxurious time that can be enjoyed by all…

 

Rationale:

When children read for pleasure, when they get “hooked on books”, they acquire, involuntarily and without conscious effort, nearly all of the language skills that are crucial for social development: they will become adequate readers, acquire a large vocabulary, develop the ability to understand and use complex grammatical constructions, develop a good writing style, and become good (but not necessarily perfect) spellers. Given the importance of reading to personal well-being and development, it is crucial that here at Monkhouse, we not only develop readers for their academic successes, but also for their future mind-set and enjoyment.

There are a number of benefits gained from reading for pleasure:

  • it increases sense of achievement, confidence, self-esteem and self-awareness
  • it widens horizons
  • it develops relationships and promotes inclusion and empathy through sharing opinions and ideas
  • it prevents boredom and promotes relaxation.

 

Reading for pleasure focus sessions take place on a Friday afternoon in school. These sessions provide additional reading opportunities and an enjoyment of reading across school, being used primarily to engage children into stories which transports them away from the worries of the school day. Reading for pleasure sessions provide an ideal opportunity to introduce our children to a range of stories, including fiction and non-fiction, experiences, enjoyment and reading habits that need to be modeled explicitly. Most children enjoy these sessions as a whole class, whilst others have small group reading time to support their reading needs. Some of our older children in school self manage this time and have decided to create their own ‘book clubs’ to discuss a story and make recommendations.