Participation within this programme and practitioner enquiry has greatly informed my practice moving forward. Firstly it has really made me think and made my colleagues think about what we do to promote positive reading attitudes in our students, many of whom tend to have fairly negative viewpoints on reading. I am making steps to promote reading within my setting by developing a reading area, improving quantity and diversity of reading materials available and by asking colleagues to model their reading attitudes – by sharing what they are reading and scheduling a reading time within the base.
The implications for this learning may lead to the development of a system where practitioners are able to promote reading to children attending and hopefully help these children to improve their confidence reading, develop more positive attitudes towards reading and develop a reading habit/routine. Reading is often seen as a gateway to learning and so by experiencing success at reading and gaining pleasure from reading, children can widen their view of the world, gain knowledge, develop creativity and imaginative skills and have fun doing so. The development of positive reading habits within the inclusion base may filter back into the children’s mainstream classrooms and positively impact upon other children.