ABSTRACT
In Chapter 3, the importance of teachers reading widely in order to choose texts to inspire children was underlined. A teacher’s knowledge of texts for children infl uences many of the decisions to be made about the teaching of literacy. It will enable, for example, selection of a class reader (or readers) which will motivate and interest the children. A teacher’s reading and interaction with children provides a powerful model of the reading process. In addition to more structured routines for reading – for example, shared and guided reading – opportunities for ‘story time’ should be a part of daily classroom practice.
