ABSTRACT
This chapter focuses on the issue of pedagogy, discusses elements of its make-up and exemplifies how different aspects of reading pedagogy specifically might manifest themselves. It presents more specific instances of pedagogy, namely pedagogy associated with reading. The chapter provides some influential United Kingdom Literacy Association (UKLA) research conducted by Cremin and colleagues which looks at primary teachers as readers and how they can help to build communities of engaged student readers in their schools and classrooms. Further important sources of ideas contributing to pedagogy were undergraduate degree and subsequent initial teacher education year. It is extremely difficult, if not impossible, to isolate reading pedagogy from the ecology of English teaching systems of which it forms a part. In 1972, the James Report into teacher education and training had been published. In order to gain consistency across different classrooms, the teachers and researchers agreed texts and approaches in advance.
