Reading is probably the most important cognitive skill we teach children. It provides information about our world and it unlocks a gateway into rich histories and alternative worlds where animals talk and intergalactic battles are fought. Beyond language and literacy skills, reading can also build concentration, provide escapism, build empathy and enhance social experiences.<\/p>\n\n\n\n
The annual What Kids Are Reading<\/a><\/em> report from Renaissance reveals a worrying 4.4 per cent year-on-year decline in the number of books being read by children from years 1 to 11. Other than the first year of the pandemic, this is the first decrease since the research began in 2008.<\/p>\n\n\n\n During the pandemic, our research on learning loss and recovery<\/a> identified a decline in pupil outcomes in reading. Teachers and schools across the country have worked diligently to tackle this challenge, and as a result pandemic-related learning loss has on average been recovered.<\/p>\n\n\n\n However, the effects have not been felt equally. The gap has widened between the highest and lowest attainers and between pupils from low-income backgrounds and their peers.<\/p>\n\n\n\n As well as the pandemic, it\u2019s clear that wider interconnected challenges such as pupil absence, the rising cost of living and wider economic challenges are impacting pupils\u2019 literacy.<\/p>\n\n\n\n Recent research<\/a> shows teachers believe one-third (33 per cent) of their pupils are weak readers and that children are struggling to keep up with the curriculum due to their reading ability. Furthermore, one-quarter (26 per cent) of pupils are taken out of class for reading support for half a day of curriculum time per week on average.<\/p>\n\n\n\n