All reading begins with making a selection. This selection process doesn't only depend on having access to a range of good books to suit all levels and interests. Children can be put off or attracted by the way books are displayed and shelved. Confident readers know how to set about choosing what they want. They know how to browse. Others will require intervention from an enabling adult. Matching the reader to a book that really absorbs them can take time, but time well spent. Enabling adults need to know the stock in classrooms in order to help children find the kind of book they may enjoy reading. Reading extracts from a wide selection of books may entice more reluctant readers to 'have a go'.

It is pointless spending time selecting a book if it is never read. Deriving pleasure from reading a book comes from discovering the patterns of plot, of character, of ideas, of image, of language woven into it. This process of building up pleasurable experience, and extending the length of time pupils can concentrate is key. Providing time to read and helping learner readers focus on reading books for longer and longer periods of time is an important part of the enabling adult's task.

Responses to reading a book are many and varied. Always asking children to write a review, can detract from the pleasure of reading. Talking about books they have enjoyed is perhaps the best approach.

Questions to encourage children to share their enjoyment of a book. Responses can be oral or written.  Structured written response sheet.

Discussing characters and plot

• What was the story about?
• Who were the main characters?
• What did the main characters do in the story?
• Did the main characters run into any problems?
• Did the main characters have any adventures?
• Who was your favourite character? Why?

Encouraging expressions of personal experiences

• Could you relate to any of the characters in the story? In what way?
• Have you ever done some of the things or felt some of the same things that the characters did?

Expressing opinions

• Did you like the book?
• What was your favourite part of the book?
• Was there a part of the book that you did not like very much? Why?
• If you could change something in the book, what would it be?

Recommending the book

• Would you recommend this book to others?
• What type of person would like this book?

Pupils book reviews can be:

• entered on a computer database and/or the school/ERS web site
• collected in a folder for class/school use
• shared with other schools

3. Consider other book response methods

Book gossip, making posters, graffiti board where pupils can post book information in a variety of formats.

© East Dunbartonshire Council     Last updated 21/10/02