The authors look specifically at reading’s role in promoting a Writing For Pleasure pedagogy. Next, the authors lay down the principles and research related to a reading for pleasure pedagogy. This chapter begins by reviewing the research evidence which has investigated the profound connection between reading and writing. Young, R., (2021) A love letter to genre teaching.Young, R., (2021) Writing is one of the best ways to teach reading…. Young, R., (2020) Putting literature back into children’s hands Teach Reading & Writing.Young, R., (2021) The DfE’s Reading Framework: Our review and implications for teaching writing.Young, R., Ferguson, F., (2020) Issues with the book planning approach and how they can be addressed.Young, R., Ferguson, F., (2022) Imaginative writing: Our viewpoint.(2023) What does the research say about reading in writing lessons? (2023) Reading different types of nonfiction in the writing classroom (2023) Reading different types of fiction in the writing classroom (2023) A list of great texts which teach great writing: Mentor texts for 3-103 year olds eBook: The BIG BOOK of writing mini-lessons: Lessons that teach powerful craft knowledge for 3-11 year olds.eBook: Reading in the writing classroom: A guide to finding, writing and using mentor texts with your class.How do you encourage, model and give children opportunity to collect and use aspects of their own reading in their writing projects?.Do you regularly talk about reading in general conversation, by discussing themes and analyze a writer’s craft?.How do you promote children to read like writers and write like readers – looking for links between the books they read and their own lives?.Do you read aloud a variety of texts regularly with pleasure and enthusiasm?.Do you have a print-rich classroom which includes books about writing?.How do you build a community of readers and writers concurrently.How do you teach reading through a reading for pleasure pedagogy?.Reviewing your practice: questions to consider Children collect words, phrases and other good examples of a writer’s craft in the hope that they might come in useful at a later date.They understand that volitional reading can lead to volitional writing, ensuring that during independent reading time children can also write in their personal writing project books if they feel an urge to do so.This includes discussing authors’ themes and analysing their craft, understanding and encouraging the use of intertextuality, and writing in personal response to texts read. Teachers encourage children to make links between what they were reading, their own lives and potential writing ideas.This includes poetry, picture books, chapter books, non-fiction texts and sometimes their own writing. Teachers read aloud every day to their classes with pleasure and enthusiasm.They have print-rich classroom which also includes stories, non-fiction, poetry, newspapers, magazines and the children’s own published texts.They teach using a reading for pleasure pedagogy (Cremin et al.Teachers look to build a community of readers and writers concurrently.Successful writing teachers also know that reading aloud poems and whole texts to the class in an engaged way has a significant effect on children’s vocabulary and story comprehension, and increases the range of syntactic structures and linguistic features the children will use in their writing. 2014 Hansen 1987) assists a writing for pleasure pedagogy since the individual reading of good texts available in school and in class libraries provides children with models, and continually suggests and inspires ideas and themes for personal writing projects. A reading for pleasure pedagogy (Cremin et al. Successful writing teachers know that children who read more, write more and write better. Every hour spent reading is an hour spent learning to write this continues to be true throughout a writer’s life. – Robert Macfarlane
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