Primary school children's reading and the vital role teachers play in nurturing reading enjoyment
Research with children, families and teachers in the UK.
Research shows that children who enjoy reading tend to read by choice more often, for longer, and become more skilled readers. However, our latest analysis reveals a concerning trend in children's reading enjoyment: it starts to decline from Key Stage 1 (ages 5-7) and continues to decline as children progress through primary school.
Our research also underscores the vital role teachers play in addressing this issue by providing pupils and families with essential access, support and inspiration for reading.
What does this research tell us?
Our research highlights a concerning trend: children’s enjoyment of reading decreases as they progress through primary school. The decline in reading enjoyment begins early, during Key Stage 1 (KS1), and continues through Key Stage 2 (KS2).
Both parents/carers and children report a drop in reading enjoyment. While 33% of 7-year-olds tell us they 'love' reading, this drops to 29% at age 10 and further declines to just 25% by age 11.
These figures are in line with the latest Progress in International Reading Literacy Study (PIRLS), which reports that 29% of 10-year-old pupils in England say they 'very much like reading', compared to 42% globally.
Our new Teacher Survey indicates a similar pattern. Teachers' concern about levels of reading enjoyment among their pupils increases as children progress through primary school. 48% of EYFS/KS1 teachers express concern over reading enjoyment levels in their classes, which rises to 63% of KS2 teachers.
Barriers to reading enjoyment
We know from our research that there are challenges to getting children reading and sustaining their enjoyment in it.
As children grow older, shared reading at home declines, likely contributing to the steady decrease in children's reading enjoyment. Our research indicates that the decline in shared reading starts early in childhood.
Families tell us that they can struggle to make regular shared reading happen at home as their children get older. Parents and carers face competing demands on their own time including the needs of other children and family members.
Some tell us they lack confidence in choosing the right books for their children, while others report a lack of confidence in engaging children with books and stories. For children, homework needs and other interests, including screen time, can impact on time spent on reading.
In primary schools, teachers face significant challenges in promoting reading for pleasure, which also become more pronounced as children get older. In our Teacher Survey, primary school teachers report a series of barriers including limited time available in the school day for pupils to read for enjoyment, lack of parental support for reading enjoyment, limited availability of books to inspire children, and barriers linked to children's reading fluency and behaviour.
The role teachers play in nurturing reading enjoyment
Our research with families highlights the crucial role that teachers and schools can play in supporting children's enjoyment.
After immediate family members, teachers are seen as the most influential in fostering children's reading enjoyment, surpassing extended family members, friends, and other adults like authors or social media influencers.
Parents and carers also tell us teachers and schools provide their children with valuable shared reading experiences and access to books to read for fun, with 73% of parents and carers of 5-11-year-olds saying their children's school effectively encourages a love of reading among its pupils.
Research has consistently shown that these types of support from teachers and schools can increase children's access to a wider range of books and help them develop positive attitudes toward reading.
Given that many parents struggle to make reading a part of family life and the important impact this has on children's reading enjoyment, time invested by schools in supporting these families can have significant impact.
It is widely accepted that without support from schools and teachers, many children would miss out on the immediate and lifelong benefits of reading. Our research with teachers also makes clear the need for support to schools and teachers to drive reading enjoyment in their school communities.
BookTrust resources to support families
- The Primary School Hub on the BookTrust website hosts an extensive series of digital resources designed to support teachers to encourage reading enjoyment in their school communities.
- We publish research on the benefits of reading and reading behaviours in the early years to strengthen understanding in schools of the home environment.
- We host webinars offering tips on how to support reading enjoyment.
- We review the latest children's books and produce themed booklists for specific age groups, on specific issues, and for curriculum topics, with a particular focus on promoting diverse, inclusive and representative books.
- Every autumn term, our Great Books Guide - featuring 100 book recommendations from the past year - is sent to every primary school in England, with a digital Welsh version available on our website.
- Our BookTrust Represents programme includes virtual visits from authors of colour and other groups underrepresented in the publishing industry.
- 90% of libraries take part in our national early years programme BookTrust Storytime. Reception teachers have taken pupils on school trips to enjoy BookTrust Storytime with their classes, and others promote BookTrust Storytime in their school communities to encourage story sharing at home.
- In Wales, Pori Drwy Stori, our bilingual programme for nursery and reception aged children develops literacy, numeracy, speaking and listening skills, using physical and digital resources.
- Schools purchase our Letterbox Club programme for children and families requiring additional, intensive reading support.
