ABSTRACT
This chapter looks at diversity and breadth of humanity in children’s reading. All young readers should be able to identify themselves in books whether texts are read aloud to them, or they read them independently. Teacher knowledge of children’s books is essential in the teaching of reading, but knowing about books has importance beyond a pedagogical requirement. Possibly of more concern is that, if children are not reading widely from a range of texts which offer diverse and authentic views of the world, their understanding of themselves and others will be limited. Wide reading is the means by which many children across the UK first encounter the rich diversity of humanity and learn about the world. Some researchers compare reading fiction to flight simulators where teachers practise improving their flying skills – it is a ‘simulation of social worlds’, and helps us practise our social skills.
