Power of Reading - Raising achievement in literacy through enjoyment and creativity
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Authors
Tejeda, Anna
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to motivate underachieving boys to become enthusiastic readers and writers, and to increase their motivation for reading and writing fiction texts.
Aims: The main aim of the Power of Reading project was to motivate underachieving boys to become enthusiastic readers and writers, and to increase their motivation for reading and writing fiction.
Methods: The participants included teachers, support staff, headteachers, middle leaders, national strategies consultants, pupils, and subject leaders. They all worked together to increase motivation for reading and writing, especially among underperforming boys. The Power of Reading was used to motivate underachieving boys to become enthusiastic readers and writers. Teaching approaches such as drama, thinking skills and quick writing activities were used to change their attitude. CPD approaches included working with the Year 4 teacher, attending seminars, and working with the Deputy Head.
Findings: The Power of Reading project has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has increased motivation for reading and writing, particularly among underperforming boys, and has narrowed the attainment gap between boys and girls. It has also made teaching more cross-curricular, imaginative, and creative.
Implications: The Power of Reading has had a positive impact on pupil learning, teaching, and school organization and leadership. It has increased motivation for reading and writing, narrowed the attainment gap between boys and girls, and improved teaching approaches and curriculum documentation.
Aims: The main aim of the Power of Reading project was to motivate underachieving boys to become enthusiastic readers and writers, and to increase their motivation for reading and writing fiction.
Methods: The participants included teachers, support staff, headteachers, middle leaders, national strategies consultants, pupils, and subject leaders. They all worked together to increase motivation for reading and writing, especially among underperforming boys. The Power of Reading was used to motivate underachieving boys to become enthusiastic readers and writers. Teaching approaches such as drama, thinking skills and quick writing activities were used to change their attitude. CPD approaches included working with the Year 4 teacher, attending seminars, and working with the Deputy Head.
Findings: The Power of Reading project has had a positive impact on pupil learning, teaching, and school organisation and leadership. It has increased motivation for reading and writing, particularly among underperforming boys, and has narrowed the attainment gap between boys and girls. It has also made teaching more cross-curricular, imaginative, and creative.
Implications: The Power of Reading has had a positive impact on pupil learning, teaching, and school organization and leadership. It has increased motivation for reading and writing, narrowed the attainment gap between boys and girls, and improved teaching approaches and curriculum documentation.
Description
Keywords (free text)
Junior education , English - reading , English - writing