According to Scottish Book Trust, there is a growing body of evidence which illustrates the importance of reading for pleasure for a wide range of positive outcomes including emotional, social and mental wellbeing, increased empathy, reduced stereotyping and prejudice, and greater insight into human nature and decision-making. There is extensive research which links positive attitudes towards reading with increased attainment in literacy, including word reading, fluency, comprehension, verbal language abilities, grammar and spelling, increased general knowledge and vocabulary (National Literacy Trust, 2006; DfE, 2012).

The gap between children from low and high socio-economic backgrounds begins early. The Growing Up in Scotland research found by age 5, there is a gap of 13 months in vocabulary which can have significant impact on children's reading progress (Bradshaw, 2011).

Evidence from Organisation for Economic Co-operation and Development (OECD,2002) found that reading for enjoyment is more important for children’s educational success than their family’s socio-economic status. It was found that increasing reading engagement could mitigate 30 per cent of the attainment gap (Sosu & Ellis, 2014).

Educators can support children to engage with texts by valuing and responding to their interests and experiences. We can foster a love of reading by sharing relevant texts, authors and illustrators which reflect children’s lives, while also introducing them to texts which reflect new ideas and worlds.

Research has shown that educator engagement with contemporary children’s literature is key in developing a reading culture (Teachers’ knowledge of children’s literature and other texts, Open University). Educators can extend their knowledge of contemporary literature by swapping texts, sharing recommendations or adding a regular book review slot to staff meetings. Educators can help to foster a community of readers, not just amongst children, but also between staff members.

Parents and carers are key partners in nurturing a child’s love of reading. As well as promoting reading for pleasure, reading with family supports speech and language development, bonding and attachment, and allows children to see their family members as reading role models.

Research shows that shared reading experiences with family continue to have literacy and emotional benefits for children beyond the lower primary years (Scottish Book Trust, 2022). There are many informal approaches such as reading cafes, library visits or stay and read sessions to support families to explore and enjoy a range of texts.

Book gifting is another way in which we can promote family reading, book ownership and engagement with texts. Every year, the Scottish Book Trust provide free book bags and learning materials to all children in Scotland from birth to Primary 3 through the ‘Book Bug’ and ‘Read Write Count with the First Minister’ gifting programmes.

Research by the Scottish Book Trust found that if books and materials are explored first in settings, families are far more likely to use and revisit them at home (Scottish Book Trust, 2022).

The shared experience of exploring books together can have a great influence on developing a love of reading. As educators it is important for us to develop the skills to model storytelling and read aloud to children.

Realising the Ambition (Education Scotland, 2020) encourages us to provide quality picture books alongside a range of different media, fiction and non-fiction texts which connect with children's interests and family life. Play provides an opportunity for children to interact with stories, promoting engagement and enjoyment as well as learning. We want to encourage enjoyment and choice where children can independently explore texts as and when they wish. There should also be carefully planned group story times where children can benefit from a shared reading experience that has been carefully tailored to their needs and interests.

Noticing how and where children choose to interact with texts is very important if we are to foster a love of reading. Utilising outdoor spaces is a key feature of early years practice which extends to reading for pleasure (Robertson, 2022). Developing spaces to explore and talk about texts is crucial to building a reading culture for children.

Reading for pleasure has a significant positive impact on all outcomes

Bradshaw, P. (2011). Growing up in Scotland: Changes in child cognitive ability in the pre-school years. Edinburgh: Scottish Government.

Department for Education UK. (2012). Research evidence on reading for pleasure.

National Literacy Trust. (2006). Reading For Pleasure: A research overview.

OECD. (2002). Reading for Change: Performance and Engagement across Countries: Results from PISA 2000. OECD Publishing, Paris.

Scottish Book Trust. (n.d.). Research-informed practice on reading for pleasure.

Sosu, E., & Ellis, S. (2014). Closing the attainment gap in Scottish education. Joseph Rowntree Foundation.

Value and respond to the interests of the child to develop meaningful engagement with reading.

Open University Reading for Pleasure. (n.d.). Teachers’ knowledge of children’s literature and other texts; Research summary.

Open University Reading for Pleasure. (n.d.). Teachers’ knowledge of children’s reading practices; Research Summary.

Work together with families to develop a love of reading

National Literacy Trust. (2002). Children and young people’s book ownership and access to books at home in 2022: Research Report. Aimee Cole, Christina Clark, and Irene Picton.

National Literacy Trust. (2002). Role models and their influence on children and young people’s reading: Research Report. Aimee Cole, Ariadne Brown, Christina Clark, and Irene Picton.

Scottish Book Trust. (2022). The impact of book gifting in Scotland.

Scottish Library and Information Council. (n.d.). Every Child A Library Member Programme.

Develop a love of reading through consideration of the interactions, experiences and spaces on offer

Education Scotland. (2020). Realising the ambition: Being Me.

Open University Reading for Pleasure. (n.d.). Independent reading: RfP research and practice. Podcast.

Open University Reading for Pleasure. (n.d.). Reading for pleasure pedagogy: Social reading environments. Research Summary.

Quayle, L. (2021). How book sharing helps to give children a voice. Scottish Book Trust.

Robertson, J. (2022). The joy of reading outside. Scottish Book Trust.

Scottish Book Trust. (n.d.). Using wordless picture books in schools and libraries.