Reading as an activity choice for 2024 primary school children
One in ten children aged three to ten never choose to read at home without parental input, according to a new survey published today by the national children’s reading charity Coram Beanstalk, conducted in partnership with Mumsnet.
This figure equates to three children in an average school class (26.6 children) who never choose reading at home, and, scaled up across the UK population of primary school children, means that nearly half a million children begin secondary school without the known advantage of being a reader. The survey also finds that more than a quarter (28%) of children going into their final year of primary school (ages nine to ten) do not regularly, or never, choose to read without parental input. This closely correlates to reading attainment data for England with 26% of children not meeting the expected standard in the 2024 KS2 SATs.*
The survey, Reading as an activity choice for 2024 primary school children, conducted with over 1,000 Mumsnet users**, explored parental perception of children’s activity choices in the home, parental confidence in encouraging children to choose to read and their view on the importance of children choosing to read. It found that across all age groups (three to ten), only 7% of children choose to read as their number one activity in the home and that reading is the least likely activity to be ranked in the top three choices for children. By the age of seven, nearly half (48%) of children are choosing screen-based activities as their top choice.
The survey also looks at differences across household income and family status and finds that children from low-income households are less likely to read regularly by choice (64%) than those from higher income households (76%), and significantly less likely to read by choice every day (29% vs 43%). Children from single parent homes are three times more likely to never choose to read than children in two parent homes (27% vs 9%) and are less likely to read regularly without parental encouragement (44% vs 78%).
The survey found that both low-income households and those with a single status believe in the importance of choosing to read just as much as other groups, however both groups are more likely to lack confidence in encouraging their children to choose to read than their peers.
For children that are not reading regularly, the main reasons given by parents were lack of interest or motivation, or external distractions. Many parents also commented that reading can feel too much like schoolwork, or a chore which can put children off. Although parents felt it was important that their child chose to read, they were less confident that they could encourage their children to read ahead of choosing other activities. Confidence peaks for parents of six- to seven-year-olds and declines sharply as children reach the end of primary school.
“It is far too easy to access TV and games. I work and am busy with chores so I cannot spend a long time chasing my child to read all the time. The children do reading at school so my child doesn’t want to read any more.” Parent of an 8/9 year-old
Amy Lewis, head of Coram Beanstalk, said: “With the longer-term impact and economic cost of poor literacy skills well-evidenced, we are concerned at the number of children who are not choosing to read. It is particularly concerning to see the link between household income and children’s reading choices, given that evidence shows that reading can provide academic advantage.
“We know that reading for pleasure in early childhood has four times more impact on a child’s progress across the curriculum than parental education or socioeconomic status. But reading is so much more than an academic ability, enhancing memory, improving wellbeing and building empathy and understanding.
“Becoming a reader is not something that happens without support, and children need to see the joy of reading from role models who show their enthusiasm and share books that spark excitement. We all need to support schools, parents and carers to encourage children to develop a lifelong love of reading, giving them the very best chance in life.”
In today’s report, Coram Beanstalk provides recommendations for parents to encourage their children to choose to read including making reading an accessible activity through the day, creating screen-free time and providing access to a range of books. Through its work in schools, Coram Beanstalk is providing positive one-to-one reading experiences for children who may not benefit from this at home. Find out more about becoming a volunteer reading helper or partner school at corambeanstalk.org.uk.
