The books here offer teachers a range of ways that they can support children to read for pleasure, and create and use multimodal texts.
Cremin, T., Hendry, H., ; Rodriguez-Leon, L., and Kucirkova, N. (2022). Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge.
Kucirkova, N. (2021). How and why to read and create children's digital texts. London: UCL Press.
A comprehensive view of teaching reading in relation to other aspects of the English curriculum:
Wyse, D. (2023). Teaching English, Language and Literacy (5th Edition). Abingdon: Routledge.
For insightful classics on teaching reading, see:
Hall, M. & Coles, C. (1999) Children’s Reading Choices, London: Routledge.
Meek, M. (1988) How Texts Teach What Readers Learn, Stroud: Thimble Press.
Kress, G. & van Leeuwen, T. (2006) The Grammar of Visual Design, London: Routledge
Approaches to reading are often controversial but there is no dispute about the educational priority that all pupils should achieve competence. For useful surveys of some of the many ongoing debates about the teaching of reading, see:
Dombey, H. et al (2010). Teaching Reading: What the Evidence Says, Leicester: UKLA.
Harrison, C. (2004) Understanding Reading Development, London: Sage. (Reading 12.4)
Other recent books of interest include:
Gamble, N. (2013) Exploring Children's Literature: Reading with Pleasure and Purpose (3rd ed), London: Sage.
Kress, G. (2010) Multimodality: A Social Semiotic Approach to Contemporary Communication, Abingdon: Routledge.
Levy, R. A. (2011) Young Children Reading at Home and at School, London: Sage.
Styles, M. and Arizpe, E. (2002) Children Reading Pictures, London: Routledge
