ABSTRACT
INTRODUCTION Over many years, much debate has been generated about how best to develop the skills of reading, especially in the early years. Despite state interventions such as the Primary National Strategy in England, constant monitoring by Ofsted and much hard work by teachers, international rankings indicate that children in England read independently less, and that their disposition to enjoy reading is lower than for many children in other countries. Further, the Progress in International Reading Literacy Study (PIRLS) of 2006 indicated that reading attainment in England had fallen significantly (Twist et al., 2003, 2007). In the 2011 PIRLS (Twist et al., 2012), although enjoyment in, and motivation for, reading had improved, nonetheless a fifth of those surveyed responded that they did not like reading, and 53 per cent responded that they liked it ‘somewhat’; hardly a glowing endorsement. This is a matter of concern, as reading achievement affects potential development both academically and socio-economically (OECD, 2002: 3). So there is an imperative to find ways of promoting both achievement and enjoyment in reading.
