Tag archives: reading news

Monday, 27 January 2020

Children’s and young people’s reading – recent reports and research

IMG_3461The latest PISA report was published last month. These are some key national and international findings relating to reading:

  • The UK is now 13th in OECD in terms of 15 year-olds’ reading scores.
  • However pupils in all countries of the UK have more negative attitudes towards reading than the OECD average.
  • Less than 1 in 10 students in OECD countries is able to differentiate facts and opinions.
  • Girls significantly outperform boys in reading on average across OECD countries. The gender gap in the UK is less than the OECD average.

The World Bank and UN report that 90% of children in the world’s poorest countries cannot read a basic book by the age of 10 (whereas in rich countries only 9% cannot do so by the same age).

According to the International Literacy Association’s latest ‘What’s Hot in Literacy’ report the top five most critical issues in literacy education, as selected by respondents, are

  1. Building early literacy skills through a balanced approach that combines both foundational and language comprehension instruction
  2. Determining effective instructional strategies for struggling readers
  3. Increasing equity and opportunity for all learners
  4. Increasing professional learning and development opportunities for
    practicing educators
  5. Providing access to high-quality, diverse books and content

National Literacy Trust research shows that more than 380,000 children in the UK do not own a single book. It matters, because children who own books are six times more likely to read above the level expected for their age and nearly three times more likely to enjoy reading.

Children’s publisher Egmont has produced a paper on trends and challenges in reading for pleasure, based on extensive research. It identifies three key things that create an environment that discourages reading for pleasure:

  • School: the curriculum makes reading a subject to learn, not something to do for fun
  • Screens: increasing time on screen means less time for reading and other activities
  • Parents: lack of awareness that they need to read to their children beyond the point at which the child can read independently

The benefits of parents reading to children are of course well known. New research proves that children have sharper vocabulary skills by age 3 when parents read with them early on.

A recent study concludes that there is little or no evidence that teaching phonics improves reading.

Wednesday, 10 July 2019

Summer 2019 children’s reading news update

Cowell's listCressida Cowell was pronounced Children’s Laureate this week. This is her very impressive and important charter – the perfect illustration for my latest children’s reading news update. (You may also like to see the ideas and tips of all her Laureate predecessors about how to children into bookworms.)

The latest National Literacy Trust report on children’s reading shows that reading enjoyment, reading engagement and levels of daily reading are all slightly down.

Recent research tells us that many parents are often too busy or tired to read their children a bedtime story and rely on technology instead, including Alexa.

Hungry Little Minds, which provides guidance on supporting babies’ and young children’s’ learning, including language and literacy, was launched this month

A recent speech to early years practitioners about Ofsted’s approach to the early years contained lots about supporting spoken language and reading.

It’s worth reading ‘Developing pupils’ vocabulary is about more than words’.

‘4 steps to ensure pupils read for pleasure’ has good ideas on helping primary children fall in love with books and reading. I would add using the library.

Teacher and reading champion Jon Biddle’s reading questions will be great for stimulating discussion in classrooms and libraries.

According to a study into what works best for struggling readers in elementary schools, whole class and whole school approaches and one-to-one tutoring are highly effective; technology-supported adaptive instruction is not.

New research suggests that reading aloud is one of the best things secondary English teachers can do to support comprehension and close the advantage gap.

The Education Endowment Federation has published new guidance to help secondary schools improve literacy in all subject areas.

‘Inference: why comprehension is not just about vocabulary and knowledge’ explores ways to teach comprehension skills such as inference.

For inspiration, look at Andy McNab’s recollections about his journey into reading. He was 16 and fresh out of juvenile detention when he read his first book.

Finally, ‘If kids can’t read what they want in the summer, when can they?’ makes a passionate and well-informed case for children to read what they like.

Thursday, 9 May 2019

Children’s and young people’s reading – new research, articles and blogs

GreuzeI’m always drawn to pictures of children and books. I discovered this one by Jean Baptiste Greuze in the fascinating Painting Childhood exhibition at Compton Verney. A great illustration for my latest round-up of children’s reading news.

I was very pleased to see storytelling and reading encouraged in WHO guidelines on what under 5s need to grow up healthy.

A ‘Chat, play, read’ campaign has been announced to encourage learning at home.

The National Literacy Trust, in conjunction with OUP and the APPG on Literacy, has published Language Unlocks Reading: Supporting Early Language and Reading for Every Child.

A new survey shows that story time with e-books is not as helpful as with print books. Parents and children interact less when reading electronic books together than printed ones. However, not all studies come to the same conclusion on this.

According to research into 9-18 year-olds’ reading, reading both digital and print formats offers the highest benefit for young people’s literacy.

Another new report reveals a link between children’s reading skills and their ability to manage money.

Author Claire Barker has some useful insights about the power and value of comfort reads.

Primary teachers and librarians, have a look at Scott Evans’ inspiring ‘The rights of the reader teacher‘ (adapted from Daniel Pennac’s The Rights of the Reader).

‘The power of reading aloud’ on the Literacy with Miss P website has lots of useful information and ideas.

‘Forget the classics: let GCSE students read young-adult fiction’ by English teacher Andrew Otty is well worth a look.

Finally, do take a look at this inspiring story about a school which live-streams bedtime stories.

Tuesday, 4 September 2018

Children’s reading: research, tips and articles

adult & girl in FoylesA new term, and there’s lots of children’s reading news and views to catch up on, illustrated with a lovely scene in a bookshop yesterday.

‘Digital text is changing how kids read, just not in the way that you think’ looks at the differences between online and print reading, and their relative merits.

‘Yes, teens are texting and using social media instead of reading books’ explores the impact and the prevalence of online reading in relation to teenagers.

In ‘Skim reading is the new normal’ reading expert Maryanne Wolf (author of Proust and the Squid) discusses the effect of digital reading on the brain.

A new study shows for the first time that heavy use of social media by children has been linked to lower levels of literacy.

‘Can you really teach children to love reading’ has lots of very useful tips. Libraries are rightly given a high profile.

There are loads of great ideas in children’s author Andy Seed’s Reading for Pleasure Manifesto. Highly recommended.

Have a look too at Elizabeth Hutchinson’s valuable blog on reading initiatives.

I found ‘How drama helps primary children understand books and stories’ interesting and useful.

‘Make sure your class book is age-appropriate’ examines the potential harm of teaching books that are beyond children’s age range.

‘Don’t bloody bore them: a guide to picking books for your class’ is well worth a read.

Finally, an inspiring story courtesy of the Guardian: ‘No turban, no sermon, just books for kids: meet Iran’s travelling cleric’.

Monday, 2 July 2018

Children’s language and literacy – a round-up of recent news, research and articles

overview - book awardI loved attending last week’s Redbridge Children’s Book Award ceremony. The buzz around books and reading was palpable, so this photo is the ideal illustration for my final language and literacy news round-up of the school year.

A new study shows that language ability at school entry is an important predictor of student outcomes.

‘What’s going on in your child’s brain when you read them a story’ is interesting and useful.

The Education Endowment Foundation has published an important new report ‘Preparing for literacy’, focusing on the teaching of communication, language and literacy to children between three and five.

Ofsted Chief Inspector Amanda Spielman has recently spoken about how vital reading and literacy more widely are in the early years. ‘Reading empowers children …… when you make a reader, you give them the world.’

In ‘Why aren’t children reading in schools’ Barbara Band analyses the reasons children may not be readers, and what to do about it, not least a school librarian ‘recognised as a valued professional colleague with specific skills and expertise’.

‘How can schools promote reading for pleasure?’ is well worth reading.

Clare Sealy makes important points about the necessity for daily reading aloud and highlights other reading for pleasure strategies in ‘We must promote reading for pleasure at primary school’.

‘On selecting better read alouds’ by Pernille Ripp has lots of valuable ideas.

In ‘Why asking how to get boys reading might be the wrong question’ author Jason Reynolds suggests that we need to listen to young people if we want to encourage them to get reading.

Do have a look at ‘For some children, reading feels like a cryptic code. We can help them crack it’.

I was very struck by ‘Vocabulary: What does it mean to know a word?’, which explores how to help children gain a strong understanding of words.

The International Literacy Association has published a useful report on reading fluency: ‘Reading fluently does not mean reading fast’.

Ali  Sparkes has three terms’ worth of practical suggestions in ‘Making the most of your author visit in primary’.

RedbridgeThat mention of author visits brings me back to last week’s ceremony, where children’s author Polly Ho-Yen wowed everyone with her passion for reading and writing and her humour. It was great too to hear Mayor Debbie Kaur-Thiara’s heartfelt belief in the power of reading, libraries and the summer reading challenge.