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Closing the gap in readingClosing the gap in reading
Key issue addressed by the studyKey issue addressed by the study This study:This study:
– – explored the relationship between children’s social explored the relationship between children’s social economic status and their reading habits and economic status and their reading habits and
motivation to readmotivation to read– – identified what pupils thought would encourage identified what pupils thought would encourage
them to read morethem to read more– – considered what teachers and schools could do to considered what teachers and schools could do to
encourage greater reading among all pupilsencourage greater reading among all pupils
The benefits of reading for pleasureThe benefits of reading for pleasure
Children with books at Children with books at home were more likely to home were more likely to enjoy readingenjoy reading
When children read for When children read for pleasure they were more pleasure they were more likely to:likely to:– have higher reading have higher reading
attainment and writing attainment and writing abilityability
– increased vocabulary and increased vocabulary and greater general knowledgegreater general knowledge
Factors influencing pupils’ reading for Factors influencing pupils’ reading for pleasurepleasure More children on free school More children on free school
meals (FSM) than other pupils:meals (FSM) than other pupils:– claimed to enjoy reading lessclaimed to enjoy reading less– were less likely to read outside were less likely to read outside
schoolschool– believed reading was for girlsbelieved reading was for girls– said their parents, particularly said their parents, particularly
fathers didn’t spend time readingfathers didn’t spend time reading
Factors children think would encourage Factors children think would encourage them to read morethem to read more FSM children said that they would read more if:FSM children said that they would read more if:
– books had more picturesbooks had more pictures– someone read aloud to themsomeone read aloud to them– they found reading easier they found reading easier – their family encouraged them moretheir family encouraged them more– they had better eyesightthey had better eyesight
Activities children thought would Activities children thought would encourage them to read moreencourage them to read more
Reading groupsReading groups Reading gamesReading games Helping younger children Helping younger children
to read to read Reading books for prizesReading books for prizes
Study conclusions about helpful reading Study conclusions about helpful reading strategiesstrategies
Creating a school culture to encourage Creating a school culture to encourage reading by:reading by:
– consulting pupils and responding to their consulting pupils and responding to their interestsinterests
– involving children in planning reading involving children in planning reading activities activities
– using websites, comics and magazinesusing websites, comics and magazines Targeting resources at children and Targeting resources at children and
parents from disadvantaged backgroundsparents from disadvantaged backgrounds Developing home-school practices which Developing home-school practices which
involve parents in children’s readinginvolve parents in children’s reading
Who were the children in the study?Who were the children in the study? 8,206 pupils surveyed8,206 pupils surveyed from 57 primary and 41 secondary schoolsfrom 57 primary and 41 secondary schools
How was the information gathered?How was the information gathered?
Survey containing 23 questions about pupils’ Survey containing 23 questions about pupils’ reading experience and the reading habits of reading experience and the reading habits of those around themthose around them
Examples of questions:Examples of questions: I read because …I read because …– it’s a skill for lifeit’s a skill for life– it will help me get a jobit will help me get a job– it’s funit’s fun– it helps me understand the worldit helps me understand the world– it helps me understand myselfit helps me understand myself
How can teachers use the evidence in How can teachers use the evidence in this study?this study? Children with books at home showed more Children with books at home showed more
interest in reading interest in reading – Could you ensure more children have books E.g. Could you ensure more children have books E.g.
through The Times books for schools scheme (through The Times books for schools scheme (www.freebooksforschools.co.uk)?)?
– Could you find out more about what your student are Could you find out more about what your student are interested in reading by getting students to sort cards interested in reading by getting students to sort cards displaying different interests to start discussion for displaying different interests to start discussion for example?example?
– If you have an idea of your students’ interests could If you have an idea of your students’ interests could you use the information to create a checklist of you use the information to create a checklist of reading materials in school?reading materials in school?
How can school leaders use the How can school leaders use the evidence in this study?evidence in this study? FSM children thought reading to younger FSM children thought reading to younger
children would encourage them to readchildren would encourage them to read– Are there ways for children to do this, perhaps Are there ways for children to do this, perhaps
through the involvement of teaching assistants? through the involvement of teaching assistants?
The authors recommended getting parents The authors recommended getting parents involved in their children’s readinginvolved in their children’s reading – Could you initiate this on a whole-school basis? Could you initiate this on a whole-school basis? – Do you have network opportunities, through ASTs or Do you have network opportunities, through ASTs or
local authority literacy advisors you could use to find local authority literacy advisors you could use to find out about practice in other schools? out about practice in other schools?
Follow-up readingFollow-up reading
Study reference: Study reference: Clark, C and Akerman, R Social Clark, C and Akerman, R Social inclusion and reading, National Literacy Trust, available inclusion and reading, National Literacy Trust, available at: at: www.literacytrust.org.uk/research/Interesting%20_choice_Final.pdf
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