This section identifies recent research and other evidence which shows that reading for pleasure is important for building children and young people’s reading confidence. Confident reading in turn is a factor in educational achievement. Libraries make an important contribution to promoting and inspiring reading for pleasure and purpose.

How libraries support reading for pleasure

Creative Reading, DEMOS, 2004

Creative Reading: Young people, reading and libraries, argues that far from being passive and receptive, reading is a creative activity in itself, and is the cornerstone of other creative processes. A love of reading can be more influential on young people’s success at school than parental wealth or social class. Public libraries are therefore uniquely placed to help foster creativity among young people. They provide free access to learning and an opportunity for independent activity, in an environment which is separate from the more structured experience of home and school.

Teachers as Readers, UK Literacy Association, 2007

The Teachers as Readers: Phase 1 research for the UK Literacy Association, explored primary teachers’ personal reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of texts in the classroom. It also established the extent of the teachers’ involvement with and use of library services. The findings indicated that whilst the 1200 teachers interviewed read personally for pleasure:

Their knowledge of children’s literature, in particular of poets and picture books, was very limited
Key Stage 2 teachers read aloud much less than their Foundation/ Key Stage 1 counterparts
Key Stage 1 and 2 teachers used a limited range of authors and were not therefore in a strong position to recommend texts to young readers
The expertise of the library services was largely untapped by these teachers

Download the full report and find out about the second phase of the research from the UKLA website.

The importance of reading for pleasure

Young people's self-perceptions as readers, 2007

The National Literacy Trust conducted a survey of pupils in 29 primary and secondary schools in England. Some of the key questions revolved around the reader self-concept. One factor that influences an individual’s literacy practices is the extent to which they see themselves as readers. The research explores the link between self perception as readers and reading achievement.

Progress in International Reading Literacy Study, 2007

Research shows how central reading for pleasure is for children’s life chances, and yet recent international comparisons show that children in England enjoy reading less than their international peers and less than they did five years ago.

Reading For Change, OECD, 2002

The Reading for Change report desribes the importance of reading for pleasure to children’s life chances. Analysis showed that students whose parents have the lowest occupational status but who are highly engaged in reading obtain higher average reading scores than students whose parents have high or medium occupational status but who report to be poorly engaged in reading.

Other research and evidence

The National Literacy Trust website brings together key reports, articles and statistics about reading and literacy.