A new report from leading experts offers insights into what’s driving the global decline in young people’s reading participation and enjoyment. We offer some insights into how we might address these challenges.
The Decline in Volitional Reading report, released last month from the National Institute of Education in Singapore, has been published in response to a global downward trend in young people’s engagement with reading.
Alongside international data from both the PiRLS1 and PISA2, recent Australian data has shown that one in three Australian children can not read proficiently3, and that 29% of teens are choosing not to read for pleasure at all.4
The new report puts forward four key factors that are likely driving the global decline in recreational reading. We respond with some high-level insights into how we can address these factors in our schools, homes and communities.
Lack of reading role models
The report states that “without adult reading role models in homes, schools and wider society, it is likely children will find it harder to develop the reading habit.” This correlates with recent Australian research which showed that those teenagers who read more frequently had a higher proportion of parents who were regular readers.
What can we do?
In order to reverse this trend, we need more adults visibly engaged with recreational reading and actively passing on this love to the next generation. This includes raising awareness with parents, caregivers and educators about the influence they have in shaping young people’s reading attitudes and behaviours. We also need more dedicated reading role models in schools – through designated teacher-librarian roles, and school principals placing value on reading at the highest level.
Digital media damaging attention spans
“Access to and extensive use of digital media continues to impact upon children’s recreational reading, creating an appetite for instant gratification that competes for their time and attention,” the researchers write. Furthermore, “scholars argue that sustained surface skimming is reducing our cognitive patience and ability to tolerate ambiguity and engage in deep reading and reflection, orienting us towards consuming rather than understanding texts.”
What can we do?
In seeking to address this issue we need to be careful as an industry not to pit books against screens. Social media has a variety of benefits for creating passionate reading communities, and providing recommendations and pathways into recreational reading. Ebooks and audio editions are also accessible and enjoyable ways to engage young people in reading. We do, however, need to find ways to help young people manage their time to make space for reading in their lives, free from the distractions and demands of daily life.
Overemphasis on skills rather than enjoyment
The report states that “in many countries an overemphasis on teaching and assessing the skills of reading, at the relative expense of attending to the development of the will – the desire to read – has also contributed to reduced engagement in book reading.” Furthermore, “overcrowded curricula leave scant space for children to consolidate their learning and pursue their interests through wider reading.”
What can we do?
It’s imperative that we create space for young people to choose what they want to read for pleasure. Studies show that when young people choose their own books, they are more likely to finish the book and enjoy it. Encouraging social experiences of reading is another way to take books out of the classroom and into the playground, letting young people find connection and enjoyment through shared reading experiences.
Limited access to books and texts
Finally, in some countries, “poverty, the availability of texts, and reductions in library services further exacerbate the decline.” Without access to contemporary, relevant and enjoying reading materials, young people are likely to become disengaged.
What can we do?
To improve access to books for young people, investment is needed in school and public libraries to ensure that children have access to a wide variety of contemporary texts from an early age. Parents and caregivers also need to be reminded about the benefits of having books in the home, and support to build home libraries where needed. Book gifting programs and cultural voucher schemes can be an effective way to enable increased access to books for those who may face economic or geographical barriers.
The Decline in Volitional Reading report offers six key principles for supporting young people’s engagement with books and reading. Find out more, and read the full report.
- 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 ↩︎