5 Insights from the National Literacy Trust’s ‘Routes into Reading’ Conference

We spent an inspiring day at the National Literacy Trust’s flagship primary conference, Beyond the book: routes into reading, hosted in partnership with the British Library on 20th March 2026. With recent research revealing that fewer than one in three children currently enjoy reading in their free time, the day was dedicated to exploring the evolving landscape of literacy.

Here are five insights we took away from the leading experts in multimodal literacy, inclusive representation, and reading for pleasure.

 

The ‘will and the skill’ are mutually reinforcing

We often treat the mechanics of reading (phonics, fluency, comprehension) and the joy of reading as two separate pedagogical pursuits. However, Professor Teresa Cremin CBE emphasised that volitional reading is the engine that drives stronger reading skills, academic success, and improved life chances.

When children want to read and know how to read, they thrive. A reading culture cannot survive on compliance alone. Teachers must actively design environments that nurture the will to read, offering social reading spaces and authentic book talk, rather than just measuring the skill. If we only test and interrogate reading, we risk killing the intrinsic motivation required to make lifelong readers.

 

Multimodal reading is a vital pathway, not a compromise

The theme "Beyond the book" challenged educators to rethink what "counts" as reading. Not all young people take traditional paths into literature. Embracing multimodal texts (such as graphic novels, audiobooks, digital reading platforms, and interactive visual narratives) provides crucial access points for reluctant readers.

By validating different formats of reading, teachers can build a sense of agency and identity in their students. When a child engages deeply with a comic book or an audio narrative, they are still practising essential comprehension, inference, and vocabulary skills. Multimodal reading isn't a stepping stone to "real" books; it is a rich, dynamic form of literacy in its own right.

 

Inclusion means accessible text for every mind

Focusing on SEND and neurodiversity, Dr Sarah Moseley reminded us that every child has the right to see themselves as a reader. For students with complex learning needs, traditional print can be a barrier rather than a gateway.

True inclusion requires us to scaffold texts effectively so all students can access rich, challenging material. This means maintaining a balanced approach between physical literacy experiences and digital tools. By integrating movement, multi-sensory experiences, and even songs into reading instruction, we ensure that reading feels meaningful, achievable, and joyful for every single learner in the classroom.

 

Representation validates the reader

Authors Sharna Jackson and Louie Stowell highlighted the profound impact of inclusive representation in children's literature. The texts we choose to bring into the classroom send a direct message about whose stories matter.

When children see their own backgrounds, cultures, and experiences reflected in high-quality texts, it validates their voices and provides a powerful hook into reading. Conversely, exposing pupils to diverse lived experiences outside of their own builds social understanding and empathy. Curating a diverse classroom library is one of the most effective ways to ignite a dormant interest in reading.

 

Listening is a primary gateway to literacy

In the rush to get children decoding text on a page, the profound impact of listening is often sidelined. Anna Hackett and Martin Galway challenged educators to reframe listening, not as a passive or secondary activity, but as a deeply active cognitive process and a crucial ‘route into reading.’

When children listen to audiobooks, podcasts, or a teacher reading aloud, they are accessing complex vocabulary, rich narrative structures, and emotional nuance far beyond their independent reading level. By removing the heavy cognitive load of decoding, listening levels the playing field. It enables all students (particularly reluctant readers, those with English as an additional language, or those with SEND) to engage purely with the joy and meaning of a story.

 

Find more from the speakers at:

• National Literacy Trust — https://literacytrust.org.uk/
• Professor Teresa Cremin — https://ourfp.org/ (Reading for Pleasure)
• Dr Sarah Moseley — https://www.drsarahmoseley.com/
• Louie Stowell — https://louiestowell.com/
• Sharna Jackson — https://www.sharnajackson.com/

 

References

• Cremin, T., et al. (2014) Building Communities of Engaged Readers: Reading for pleasure. London: Routledge.
• National Literacy Trust (2025) Children and Young People’s Reading in 2025. Available at: https://literacytrust.org.uk/research-services/research-reports/
• Moseley, S. (2023) Teaching Reading to All Learners Including Those with Complex Needs. London: Routledge.