Leading experts from across the world offer evidence-based principles to engage young people in reading – from access and agency to reflection and routines.
A new report from the National Institute of Education in Singapore has been published in response to a global decline in young people’s engagement with reading.
The latest international results from both the PiRLS1 and PISA2 assessments show that both reading skills and enjoyment are falling among young people around the world.
This is alongside recent Australian data which shows that one in three Australian children are not proficient readers3, and that 29% of teens do not choose to read at all.4
According to the report, multiple factors contribute to this situation, which is parallelled in many countries by a decline in adult reading.
Studies consistently show that when young people choose to read regularly, they become more proficient readers5, do better academically6, and experience greater wellbeing and social cognition outcomes.7
Given the transformative potential of recreational reading for young people, urgent action is needed to turn the tide on reading participation.
The report offers six key principles for supporting young people’s engagement with, and attitudes towards, recreational reading. These evidence-backed principles can be applied in the classroom and home, as well as in program, campaign or policy design:
Provision/access
Young people need “access to books and other texts which reflect their interests, preferences, lives, experiences and abilities” according to the report. Access means having the books easily available, whether that is the home, school, and other locations, for young people to pick up and read on their own, without barriers impeding them. Being able to easily get their hands on these texts is “essential” for young people to both begin, and sustain, a love of recreational reading.8
Agency/choice
Young people are more likely to enjoy books they choose themselves. But according to the report, they “need support to develop knowledge and strategies to independently and successfully choose books and other texts which reflect their interests.” Opportunities to be introduced to and experience different text types – whether at home or at school – is “crucial” for successfully fostering a love of reading.9
Time/routines
In order to fit reading into their busy schedules, young people “need to be given quality time to read books/other texts that they enjoy during the school day”, and be “encouraged and supported to develop positive reading routines that extend beyond school”.10
Reflection/connection
Reading is made more enjoyable and impactful when there’s a personal connection. Young people need opportunities to “explore personally meaningful content” as they read, reflecting on text content and connecting it with their own personal, social, cultural interests, lives and experiences.11
Interaction/social
Reading doesn’t have to be a solitary activity. Young people need “positive social reading experiences”, connecting with others (both peers and adults) to “recommend, discuss and/or share books/other texts in ways that are personally enjoyable and relevant”. These interactions can enrich both individual and social reading practices.12
Positive experiences/success
In order to develop a regular reading habit, young people need to develop a positive ‘reader identity.’ If young people grow up seeing themselves as ‘readers’, they are more likely to continue the habit into adulthood. To do so, they need a range of rich and diverse reading experiences that are not only enjoyable, but also lead to a sense of confidence and self-efficacy around reading.13
Many thanks to ALIA and the Foundation of Learning and Literacy for sharing this important new research with Australia Reads. For specific principles for early years program design, explore recommendations from the Foundation’s co-founder Prof Robyn Ewing AM.
- Mullis, I. V. S., von Davier, M., Foy, P., Fishbein, B., Reynolds, K. A., & Wry, E. (2023). PIRLS 2021 international results in reading. Boston College, TIMSS & PIRLS International Study Center. ↩︎
- OECD (2019), PISA 2018 results (Volume I): What students know and can do, PISA, OECD Publishing, Paris ↩︎
- Hunter, J., Stobart, A., and Haywood, A. (2023). The Reading Guarantee: How to give every child the best chance of success. Grattan Institute ↩︎
- L. Rutherford, A. Singleton, B. Reddan, K. Johanson, M. Dezuanni (2024) Discovering a Good Read: Exploring Book Discovery and Reading for Pleasure Among Australian Teens. Geelong: Deakin University ↩︎
- Torppa, M. et al (2019). Leisure reading (but not any kind) and reading comprehension support each other – a longitudinal study across grades 1 and 9. Child Development, 91(3), 876-900. ↩︎
- Sullivan, A., & Brown, M. (2015). Reading for pleasure and progress in vocabulary and mathematics. British Educational Research Journal, 41(6), 971-991. ↩︎
- Sun, Y.-J., et al (2024). Early-initiated childhood reading for pleasure: associations with better cognitive performance, mental well-being and brain structure in young adolescence. Psychological Medicine, 54(2), 359-373. ↩︎
- Mackey, M. (2022). Social justice for young readers: Advocating for access, choice and time to read. Literacy, 56(2), 97-105. ↩︎
- McGeown, S. et al (2020). Growing up a reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228. ↩︎
- Mackey, M. (2022). Social justice for young readers: advocating for access, choice and time to read. Literacy, 56(2), 97-105. ↩︎
- Merga, M. (2019). Reading engagement for tweens and teens: What would make them read more? Gale Books. ↩︎
- Wilhelm, J. D., & Smith, M. (2016). The power of pleasure reading: The case of dystopias. Voices from the Middle, 23(4), 55-59. ↩︎
- Toste, J. R. et al (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420-456. ↩︎