Reading can be a struggle for many children. In this blog, we highlight some books and series perfect for encouraging struggling readers to get stuck in to a book along with their classmates!
By Gary Hillyard, Assistant Headteacher
In this guest post, Gary Hillyard talks about his Trust-wide reading strategy and why they’ve evolved the use of Accelerated Reader beyond small intervention programmes to become the backbone of reading in all the Trust’s schools.
In this blog post, we explain Accelerated Reader book levels, how they’re decided, and why they sometimes seem surprising!
Now in its eleventh year, our annual What Kids Are Reading report is worth making a big deal out of!
This February marks LGBT History Month. To celebrate, we’ve picked out some great fiction and non-fiction books for all interest levels that are sure to get kids exploring LGBT history and issues.
The countdown to Christmas has begun and, as ever, we’d like to share with you some of our favourite Christmas reads with recently published quizzes, to get your students in the mood for their upcoming break. We are feeling very festive here in the Renaissance office; check out some of the Content team sporting our cheesy […]
On Friday 30th November, teachers, headteachers and librarians from schools across the UK and Ireland headed towards Canary Wharf, East London. Waiting for them on the 14th floor of the South Quay building was a night to remember…
By Linda Dixon,
In this guest post, one of the UK’s first users of Renaissance Accelerated Reader talks about both the impact the programme had motivating reluctant readers and encouraging reading for pleasure – as well as her new book, ‘World War One Warriors’.
Book Week Scotland is running from Monday 19th – Sunday 25th November. It’s a week in which people gather in libraries, workplaces and schools to get involved in all sorts of exciting literary events with Scottish authors, illustrators and poets. And this year’s theme is Rebel! The Scottish Book Trust are asking readers to vote […]
We wouldn’t ask a child to run before they can walk… so why would we ask them to sit an assessment if they don’t have the reading skills to be able to decode what is being asked of them?
Well, in primary schools we wouldn’t dream of this. But when reading is one of the hardest skills to assess objectively, how do we truly know what level of reading comprehension a child possesses?