Teachers play a vital role in children and young people’s lives and their impact can last a lifetime. This is especially true when it comes to supporting pupils’ reading.
When children and young people enjoy reading it can unlock endless possibilities for their future, laying the foundations for greater academic success, mental wellbeing and employment opportunities later in lifei.
However, the current state of children and young people’s reading in the UK paints a troubling picture.
Research conducted by the National Literacy Trust shows that children are facing significant barriers to accessing books at school and at home, with 1 in 7 primary schools in the UK reporting that they don't have a libraryii and parents buying fewer books for their children because of the cost-of-living crisisiii. Compounding this, children’s enjoyment of reading is also at its lowest level since we started surveying pupils in 2005iv.
When children and young people enjoy reading it can unlock endless possibilities for their future.
Research shows that teachers’ attitudes to reading can have a bearing on their personal enjoyment of, and confidence in, teaching reading.
While recent findings from international assessments of children and young people’s reading have been encouragingv vi, at the same time, a staggering 187,000 five-year-olds started primary school this year without the communication, literacy and language skills they need to thrive. Worryingly, the picture is even starker for children living in the nation’s most disadvantaged communities.
This challenge is being keenly felt in the classroom. The primary and secondary teachers surveyed for this report collectively said that, on average, one-third of the pupils they teach are weak readers, with the majority requiring additional reading support. As a result, many pupils are struggling to learn and are falling behind.
Research shows that teachers’ attitudes to reading can have a bearing on their personal enjoyment of, and confidence in, teaching readingvii, while also having an impact on pupils’ own reading identitiesviii.
It is therefore incredibly encouraging to learn that almost all teachers surveyed for this report say they are keen readers, with many spending more time reading for pleasure than they did five years ago.
It is also heartening to see that most teachers responding to this survey feel a personal responsibility to help struggling readers improve and recognise the importance of reading being supported across the curriculum.
However, we must also recognise that not all teachers feel confident in teaching reading and have identified several opportunities to boost support for teaching reading in schools, including implementing a daily reading policy and devoting more time to reading across the curriculum.
A passion for reading, alongside their constant presence in children’s lives, make teachers powerful reading role models who can support and inspire pupils’ reading and help to move the dial on declining attitudes and habits.
This research makes a valuable and much-needed contribution to the evidence base around the many ways we can better support the next generation to flourish as motivated, independent readers.
Helping teachers access the resources they need to be able to confidently teach reading and make reading a part of everyday school life will equip more children and young people with the reading and literacy skills they need for life.
We must also recognise that not all teachers feel confident in teaching reading.
- Law et al. (2009) Modeling developmental language difficulties from school entry into adulthood: literacy, mental health, and employment outcomes
- Primary School Library Alliance (November 2022) Working Together Towards a Library In Every Primary School: An update from the Primary School Library Alliance
- National Literacy Trust (2023) Children and young people’s access to books and educational devices at home during the cost-of-living crisis
- National Literacy Trust (2023) Children and young people’s reading in 2023
- Department for Education (2023) PIRLS 2021: National Report for England
- Department for Education (2023) PISA 2022: National Report for England
- National Literacy Trust (to be published in 2024) Teachers’ attitudes to literacy in 2023
- Cremlin et al. (2024) Approaches to reading and writing for pleasure: An executive summary of the research
