The role of non-fiction within the history classroom

‘Print reading matters’: this is one of the conclusions of the National Literacy Trust (NLT) report. Research has shown that print reading is still central to most children’s reading experiences, especially within school. It also shows that confidence and strong reading skills in print reading underpin effective reading across all formats. Those who read print in their free time achieve higher than those who only read digital texts. The classroom is therefore a key location for stimulating and extending the experience of and ability in print
reading. Many non-fiction texts will be accessed through print reading. It is essential that classrooms provide a wide range of texts, including quality non-fiction, within classroom settings.

The Centre for Literacy in Primary Education (CLPE) suggests that by providing quality non-fiction for children, we are ‘feeding children’s fascinations, developing critical thinking, and… expanding their reading diet’. The inclusion of high-quality non-fiction texts within the classroom promotes a broader classroom reading culture.

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