Reigniting Reading for Pleasure: Why it Matters and How Schools are Responding

The Problem: Fewer Children are Reading for Enjoyment

In the UK, fewer children are choosing to read in their free time. The National Literacy Trust reports that enjoyment of reading has fallen to its lowest point since 2005, with 34.6% of 8–18-year-olds saying they enjoy reading in their spare time (National Literacy Trust, 2025). This continues a longer downward trend (Clark and Rumbold, 2006).

This matters because reading for pleasure is linked with stronger literacy, higher attainment across subjects, improved wellbeing, and better long-term outcomes (Clark and Rumbold, 2006; Clark and Teravainen-Goff, 2018; OECD, 2002; OECD, 2019). Teresa Cremin puts it plainly: reading for pleasure is not an 'extra' in school life: it’s central to learning (Cremin, 2023).

Schools are trying to address this, but the barriers are real: limited time, curriculum pressure, competing digital attention, and uneven parental engagement.

 

The Impact: Disengagement and Widening Gaps

When enjoyment drops, motivation tends to drop with it. That shows up as reduced reading frequency, lower confidence, and weaker outcomes over time (OECD, 2019). International evidence also suggests that students who read for enjoyment tend to achieve better reading results, even when you account for socioeconomic background - so this isn’t just a 'nice to have'; it’s an equity issue too (OECD, 2002; OECD, 2019).

Teachers are seeing this on the ground:

'Giglets engages reluctant readers – we have seen a significant improvement in reading for pleasure since introducing the resource, leading to an improvement in attainment.'
— Alice Wilkinson, Teacher, Pontnewydd Primary School

 

Rethinking Digital Engagement

It’s easy to blame screens. But research suggests digital tools can support reading motivation when they are designed well and used deliberately - especially for pupils who have switched off from traditional formats (ICILS, 2023).

The point isn’t 'digital good' or 'digital bad'. The point is fit for purpose. Interactive features, choice, scaffolding and feedback can help some pupils persist with reading and feel more in control of it (ICILS, 2023).

'Giglets has had an impact on attainment as it engages learners with reading in a fun and motivational way. Using digital technologies for reading lessons is something that the children really like.'
— Gillian Digweed, Principal Teacher, Haghill Park Primary School

This connects well with Self-Determination Theory, which argues that sustained motivation depends on three needs: autonomy, competence, and relatedness (Ryan and Deci, 2000). In a reading context:

• Autonomy: pupils have meaningful choice and ownership (what they read, how they respond, when they practise).
• Competence: pupils experience success through appropriate challenge and support.
• Relatedness: reading feels socially safe and shared, not isolating (Ryan and Deci, 2000).

 

Creating Confident, Independent Readers

When children enjoy reading and feel successful, confidence tends to build. Confidence supports independence, and independence increases the likelihood they keep reading, especially when texts match interest and level (Clark and Rumbold, 2006; Ryan and Deci, 2000).

Digital resources can help here by offering scaffolds and access to a wider range of texts. That can remove some of the friction that stops pupils getting started, while still keeping reading as the main event (ICILS, 2023).

'Resources are readily available and can be assigned easily to pupils. The features allow learners to access activities and learn independently.'
— Hannah Jones, Literacy Lead, Lliswerry Primary School

'Using Giglets for guided reading doesn’t need any preparation or setting up, which gives more time for reading and child independence.'
— Alice Caddy, Teacher, St Joseph’s Primary School

Large-scale findings also suggest that access to digital tools, paired with appropriate guidance, can support motivation and self-efficacy (ICILS, 2023).

 

Addressing barriers to text access through digital inclusion

Some pupils face extra barriers to accessing texts: pupils with lower literacy levels, learners of English as an Additional Language (EAL), and pupils with SEND. A digitally inclusive approach can reduce barriers by building in accessibility features such as read-aloud, adjustable presentation, and supportive tools that allow more pupils to participate without being singled out (ICILS, 2023).

'The Giglets tools make reading accessible for all pupils. Pupils feel that they are using the same resources as their peers, which improves self-esteem and confidence. Particularly in upper classes, differentiated work is less obvious.'
— Nora McCrorie, Principal Teacher, St Patrick’s Primary School

'I have a very wide range of literacy abilities in my class and all pupils were able to use Giglets correctly to access books, complete reading tasks and use the chat feature (which they love). It is not often that this occurs.'
— Patricia Wilkinson, Principal Teacher, Park School

 

Engaging families and strengthening home links

Family engagement can make a measurable difference to learning, including reading outcomes. The Education Endowment Foundation recommends practical approaches that support parents and carers to take an active role in children’s learning at home (Education Endowment Foundation, 2019). When schools build clear home–school links around reading, pupils often get more consistent practice and reinforcement.

'We give the children their login to use at home with parents and carers. Giglets also enables us to provide our EAL learners with texts in their home language to read at home with their families, which is beyond valuable.'
— Gillian Digweed, Haghill Park Primary School

'We had a huge uptake of parents for our launch when we initially rolled out Giglets. I think because of this, parents saw it being used first hand and were engaged right from the start. This helped us keep parent engagement up significantly.'
— Alice Caddy, Teacher, St Joseph’s Primary School

 

Conclusion: a whole-system response

Reading for pleasure is both a personal habit and a shared culture. Schools can’t solve this alone. But the direction is clear: when reading becomes enjoyable, accessible and supported - across classrooms and homes - pupils are more likely to read more often, read more widely, and do better academically (Clark and Rumbold, 2006; OECD, 2019; National Literacy Trust, 2024).

The job now is to combine strong reading practice with smart, inclusive tools and routines; so reading becomes the norm, again.

 

References

• Clark, C. and Rumbold, K. (2006) Reading for pleasure: A research overview. National Literacy Trust.
• Clark, C. and Teravainen-Goff, A. (2018) Mental wellbeing, reading and writing. National Literacy Trust.
• Cremin, T. (2023) Reading and Motivation: Focusing on Disengaged Readers. UKLA/NATE.
• Education Endowment Foundation (2019) Working with parents to support children’s learning. Education Endowment Foundation.
• ICILS (2023) International Computer and Information Literacy Study. IEA.
• National Literacy Trust (2024) Children and young people’s reading in 2024. National Literacy Trust.
• OECD (2002) Reading for change: Performance and engagement across countries. OECD.
• OECD (2019) PISA 2018 Results (Volume I): What Students Know and Can Do
• Ryan, R.M. and Deci, E.L. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation’, American Psychologist, 55(1), pp. 68–78.