Theme: English/CPD
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Primary teachers as readers
Authors: Cremin, T., Bearne, E., Mottram, M. and Goodwin, P.
Publisher: English in Education, Vol. 42, No1, 2008, pp. 8 – 23.
Do teachers’ personal reading habits affect literacy teaching?
Evidence from a number of sources suggests that despite high standards of reading
attainment in England, there has been a decline in reading for pleasure, with rising numbers
of children who have explicitly negative attitudes towards reading. The researchers in this
study argue that this could be explained by primary teachers prioritising phonics
programmes but struggling to raise the profile of reading for pleasure. Their research
suggests that if teachers’ knowledge and use of a range of children’s literature in the
classroom is not broad enough, it could lead to difficulties in supporting and developing
young people’s interest in literature and reading for pleasure.
This study, commissioned by the United Kingdom Literacy Association, aimed to explore
primary teachers’ personal reading habits and their perceptions of the importance of
literature. The researchers also gathered data about the teachers’ knowledge of children’s
literature and investigated what governs their choice of titles for classroom use.
This research will be of interest to primary phase practitioners and members of senior
leadership teams, particularly those responsible for CPD, as well as initial teacher training
providers wishing to improve literacy teaching and encourage children’s reading for
pleasure.
Keywords: classroom teachers, collaboration, England, English, Initial Teacher Training, Key
Stage 1, Key Stage 2, literacy, primary schools, professional development, reading, reading
aloud, reading habits, school libraries, teacher attitudes, UK, writing
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Contents:
What and how often do primary teachers read for pleasure?
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What books do teachers see as most important and significant?
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How well do teachers know children’s literature?
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What is the role of reading in primary school and how are the books used in the classroom
selected?
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How was the research carried out?
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What are the implications?
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Where can I find out more?
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What and how often do primary teachers read for pleasure?
Most primary teachers (over 70%) reported they had read for pleasure during the last
month. Popular fiction was the most popular choice and comprised women’s popular
literature, thrillers and crime stories. Books which had been widely promoted during that
year (2006) were often mentioned, reflecting media influence on teachers’ contemporary
reading choices.
Autobiography and biography were also very popular with the teachers, particularly those of
people who had triumphed over difficulties and misfortunes. Some teachers had recently
read children’s and so called ‘crossover’ books (often read by adults). Harry Potter by J.K.
Rowling and The Curious Incident of the Dog in the Night-Time by M. Haddon were amongst
the most popular books mentioned by primary teachers. Only 2.5% of teachers suggested
newspapers and magazines as their most favoured reading.
Overall, the researchers were able to conclude that for the teachers participating in the
survey the pleasures of popular fiction were balanced by reading which prompts thought
and reflection.
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What books do teachers see as most important and significant?
When choosing their most important book, the teachers preferred religious, spiritual,
allegorical and exemplary books to popular fiction. The Bible was often mentioned along
with many books focusing on morality and equity, including many classics and some recent
fiction. Considering how many of the books mentioned in the survey teachers would have
encountered when they had been at school themselves, the researchers arrived at the
conclusion that school and teachers played a major role in introducing literature to young
people.
In terms of their favourite childhood texts, teachers seemed to prefer popular fiction. Enid
Blyton and Roald Dahl were mentioned most often. 19th and 20th century classics were also
very popular among the teachers. Titles such as The Lion the Witch and the Wardrobe (C.S.
Lewis), Black Beauty (Anna Sewell) and Heidi (Joanna Spyri) topped the lists. Nine per cent of
the most favourite childhood texts for the teachers were picture books; The Very Hungry
Caterpillar (E. Carle) being mentioned most often.
Very few teachers (1.5%) noted poetry as their favourite childhood reading.
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How well do teachers know children’s literature?
The teachers, participating in the survey, were invited to name six ‘good’ children’s authors,
six good poets and six picture book authors (illustrators). The research team clarified for the
respondents that by ‘good’ they meant both valuable for children and useful for teaching
and learning in the primary classroom.
Most of the primary teachers (64%) named at least five ‘good’ children’s writers and 46%
named six. R. Dahl was by far the most popular, with M. Morpurgo, J. Wilson, J.K. Rowling
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and A. Fine also frequently mentioned. The researchers noted that, in contrast to the wide
range of books and authors characteristic of teachers’ own reading for pleasure, they only
named a limited number of the authors who recurred frequently when it came to children’s
literature. Whilst teachers’ own reading habits indicated engagement with global literature,
it was not reflected in their choice of the books they use in the classroom.
When asked to name six children’s poets, most teachers (58%) could only name one or two;
22% did not name any and only 10% of primary teachers came up with six names. M. Rosen,
A. Ahlberg, R. McGough, R.Dahl and S. Milligan were the poets mentioned most often.
This picture was reflected in teachers’ knowledge of ‘good’ illustrators. Some of the names
topping the list of the picture fiction writers were: Q. Blake, A. Browne, A. Ahlberg and S.
Hughes.
The analysis of the teachers’ responses allowed the researchers to conclude that the
breadth of their knowledge was limited and they drew on a narrow range of sources to use
in the classroom.
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What is the role of reading in primary school and how are the books
used in the classroom selected?
After completing the questionnaire the teachers were asked to rank several statements
about the importance of literature for various aspects of child development. Their responses
showed they believed that:
 the most important role of literature was to develop imagination and emotions.
 the third and fourth most important roles were promoting reading and widening
knowledge; and
 the role of literature in developing writing was least important.
Reading aloud remains a popular activity in primary schools but it diminishes considerably in
older classes: 45% of Key stage 2 teachers reported that they either read a book to their
class very seldom, or had never done so.
Primary teachers participating in the UKLA survey mentioned several factors which helped
them decide which books to use in the classroom. The most significant factor identified by
the teachers was their personal knowledge and interest (85%), followed by children’s
recommendations (64%).The researchers found the numbers of teachers relying on their
knowledge of children’s literature when selecting the books they use in the classroom
concerning, since their findings have shown it to be rather narrow. On the positive side, the
researchers established that 31% of the teachers took guidance from the literacy
coordinator in their school and 21% followed librarians’ recommendations.
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How was the research carried out?
The authors of this study aimed to explore the relationships and connections between
teachers’ personal reading habits, their knowledge of children’s literature and the use of
such literature in the classroom.
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1200 primary teachers in 11 Local Authorities (LAs) as well as some student teachers
participated in the study. The LAs represented a spread of inner city, rural and urban areas,
reflecting a range of socio-economic status. Approximately half the respondents worked
with Key Stage 1 children (5-7 year-olds) and half with Key Stage 2 children (7-11 year-olds).
Teachers participating in the survey had varying lengths of teaching experience and diverse
school responsibilities.
The questionnaire was introduced by LA coordinators at short CPD courses for classroom
teachers, rather than those intended for literacy coordinators, which was to ensure that the
research team could get evidence of a more general picture of teacher’s knowledge and
experience of literature. The questionnaire was run during the second half of an autumn
term, so the teachers’ answers were not affected by their summer holidays, when they
might have had more time for reading than any other time of year.
The researchers collected both qualitative and quantitative information about teachers’
views, knowledge and practices regarding reading and literature. The latter was statistically
analysed using the SPSS software package.
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What are the implications?
In completing this digest the authors began to ask the following questions about
implications for practitioners:

Using libraries could significantly broaden the range of literature you use in the
classroom and encourage more children to read for pleasure by providing them with a
better choice of titles and authors. Would taking the children on regular visits to the
school/local library be helpful? How could you work in collaboration with the librarians
to extend your own knowledge of children’s literature and interest more children in
reading? Could you, working in partnership with librarians, design and run – ideally at a
library – some fun activities for your pupils aiming at engaging them in reading, for
examples: book quizzes, favourite book poster competitions, ‘Interview your favourite
writer’, ‘Guess the book’ contests, etc.

The study indicates that many teachers consider children’s recommendations when
selecting the books to be used in the classroom. Would it be useful to systematically
explore (for example, using a questionnaire) what your pupils’ preferences in reading
are? When you have the results of the survey, you might want to discuss them with your
colleagues and come up with an action plan as to 1) which particularly interesting titles
you could use in the classroom to encourage children’s reading for pleasure, and 2) how
you could make the “uninteresting” books (if you believe they are significant and
important for young people to read) feel more relevant and engaging for your pupils.

The findings of the UKLA survey show that the use of global literature in the classroom
can be considerably improved and extended. If you have children from linguistic or
ethnic minority backgrounds in your class, how can you use the literature from their
country of origin to support their learning and inclusion as well as encouraging cultural
awareness among other pupils?

The survey findings indicate that primary teachers are not confident about using poetry
in their classroom. Would it be helpful to discuss with your colleagues how you could
promote poetry in your school? What support would you need? Could you try and find
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out with your pupils (for example, from your local museum, library, newspaper, tourist
information, council, etc) if there are any poets living in your area? You could always
invite them to share some ‘tricks of the trade’ with the children at a poetry lesson.
School leaders might like to consider some of the following implications:

The research suggests that there is a need to improve teachers’ knowledge of children’s
literature and develop their confidence in using a wider range of authors, titles and
genres to develop children’s pleasure in reading and support them in forming their own
reading preferences. What CPD opportunities available for primary teachers could be
used to achieve this? How could classroom teachers better draw on support available
from the school literacy coordinator, ASTs, local librarians, etc? What steps could you
take to establish a partnership project between your school and a local library?
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Where can I find out more?
Other digests
Pedagogical Dilemmas in the National Literacy Strategy: primary teachers' perceptions,
reflections and classroom behaviour
http://www.standards.dcsf.gov.uk/research/themes/English/TueOct151710182002/
'Beyond the Frame': exploring children's literacy practices
http://www.standards.dcsf.gov.uk/research/themes/English/TueOct281205032003/
Sending Minnie the Minx Home: comics and reading choices
http://www.standards.dcsf.gov.uk/research/themes/English/FriNov11452472002/
What impact does socio-economic status have on children's reading?
http://www.standards.dcsf.gov.uk/research/themes/English/reading/
Other research
Effective early literacy teaching in the first years of school
http://www.gtce.org.uk/teachers/rft/literacy_0304/
Inside the literacy hour
http://www.gtce.org.uk/teachers/rft/rural_lit0202/
Articles available at ORO (open repository online) http://oro.open.ac.uk/:
Cremin, T. and Mottram, M. Bearne, E. and Goodwin, P. (2008) Exploring teachers’
knowledge of children’s literature Cambridge Journal of Education38 (4): 449-464.
Cremin, T. Bearne, E. Mottram, M. and Goodwin, P. (2009) Teachers as readers in the 21st
Century in M. Styles and E. Arizpe (Eds.) (2009) Acts of Reading: teachers, text and childhood,
Staffordshire: Trentham Books. pp.201-218.
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Cremin, T. and Mottram, M. Collins, F., Powell, S. and Safford, K. (2009) Teachers as readers:
building communities of readers Literacy 43 (1):11-19.
Cremin, T. (2006) Creativity, Uncertainty and Discomfort: teachers as writers, Cambridge
Journal of Education 36 (3) 415-433.
References
Arts Council England (2003) From looking glass to spy glass: A consultation paper on
children’s literature. London: Arts Council. Available to download at:
http://www.artscouncil.org.uk/pressnews/press_detail.php?rid=0&sid=&browse=recent&id
=113
Rose, J. (2006) Independent review of the teaching of early reading. Nottingham: DfES
Publications. Available at: http://www.standards.dcsf.gov.uk/phonics/rosereview/
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