ABSTRACT
In Chapter 3 we stressed the importance of good books in developing young writers and explored some of the ways in which schools can develop a ‘reading culture’: one where books and other forms of writing are read, shared, enjoyed and celebrated by everyone in and around the school. When you walk into a ‘reading school’ the signs are usually there from the start. High-quality literature is everywhere; thoughtfully displayed and supported by a range of exciting stimuli. That range includes posters, some commercially produced and some made by children, displays about a particular book or series which might include artefacts, toys or puppets, story tapes, videos and DVDs. There are plenty of books and other literature for everyone to browse as they wait in a reception area, and as you walk around the school the interest and excitement hits you everywhere you look. In such a school, when you start talking to children about books you know you are going to be there for some time as they chat readily and confidently about what they read and enjoy. Perhaps the most significant characteristic of all is that children regard themselves as readers in the fullest sense.
