This essential book discusses what reading for pleasure is and what it is not, introducing some fundamental ideas about how we learn to read and how this process can impact on a child’s identity as a reader in classrooms that promote equality, inclusion and diversity. The profile and importance of Reading for Pleasure has grown significantly over the last few years and is now firmly embedded in both government policy and the Ofsted framework. Developing a Reading for Pleasure school that is truly inclusive of the whole school community however, can require a culture shift in relation to the teaching of reading, representation in the reading environment and the knowledge, and attitudes of the school community. This book seeks to use the current research, teacher case studies and the voices of children to address some of the issues that teachers and pre-service teachers encounter when trying to develop an inclusive Reading for Pleasure culture within their schools. Each chapter is co-authored by teachers and researchers and includes case studies and children’s perspectives. It provides practical and evidence-based advice, lesson plans and creative ideas to both support and challenge all school leaders, staff and student teachers in their journey to create readers rather than children that can just read.
