1. Closing the gap in reading

2. Key issue addressed by the study  This study: – explored the relationship between children’s social economic status and their reading habits and motivation to read – identified what pupils thought would encourage them to read more – considered what teachers and schools could do to encourage greater reading among all pupils

3. The benefits of reading for pleasure  Children with books at home were more likely to enjoy reading  When children read for pleasure they were more likely to: –have higher reading attainment and writing ability –increased vocabulary and greater general knowledge

4. Factors influencing pupils’ reading for pleasure  More children on free school meals (FSM) than other pupils: –claimed to enjoy reading less –were less likely to read outside school –believed reading was for girls –said their parents, particularly fathers didn’t spend time reading

5. Factors children think would encourage them to read more  FSM children said that they would read more if: –books had more pictures –someone read aloud to them –they found reading easier –their family encouraged them more –they had better eyesight

6. Activities children thought would encourage them to read more  Reading groups  Reading games  Helping younger children to read  Reading books for prizes

7. Study conclusions about helpful reading strategies  Creating a school culture to encourage reading by: –consulting pupils and responding to their interests –involving children in planning reading activities –using websites, comics and magazines  Targeting resources at children and parents from disadvantaged backgrounds  Developing home-school practices which involve parents in children’s reading

8. Who were the children in the study?  8,206 pupils surveyed  from 57 primary and 41 secondary schools

9. How was the information gathered?  Survey containing 23 questions about pupils’ reading experience and the reading habits of those around them  Examples of questions: I read because … –it’s a skill for life –it will help me get a job –it’s fun –it helps me understand the world –it helps me understand myself

10. How can teachers use the evidence in this study?  Children with books at home showed more interest in reading –Could you ensure more children have books E.g. through The Times books for schools scheme (www.freebooksforschools.co.uk)? www.freebooksforschools.co.uk –Could you find out more about what your student are interested in reading by getting students to sort cards displaying different interests to start discussion for example? –If you have an idea of your students’ interests could you use the information to create a checklist of reading materials in school?

11. How can school leaders use the evidence in this study?  FSM children thought reading to younger children would encourage them to read –Are there ways for children to do this, perhaps through the involvement of teaching assistants?  The authors recommended getting parents involved in their children’s reading –Could you initiate this on a whole-school basis? –Do you have network opportunities, through ASTs or local authority literacy advisors you could use to find out about practice in other schools?

12. Follow-up reading  Study reference: Clark, C and Akerman, R Social inclusion and reading, National Literacy Trust, available at: www.literacytrust.org.uk/research/Interesting%20_choice _Final.pdf www.literacytrust.org.uk/research/Interesting%20_choice _Final.pdf www.literacytrust.org.uk/research/Interesting%20_choice _Final.pdf  Summary available at:

13. Feedback  Did you find this useful?  What did you like?  What didn’t you like? Any feedback on this Research Bite would be much appreciated. Please email your feedback to: research.summaries@dcsf.gsi.gov.uk