Children and young people‘s enjoyment in reading and writing is declining; UK and international studies indicate considerable cause for concern (Clark et al., 2022; Mullis, 2023). Yet research reveals that the habit of reading in childhood is associated with academic, social and emotional outcomes and can mitigate educational disadvantages associated with gender and socio-economic status (OECD, 2021; Torppa et al., 2020).

Writing research also evidences strong associations between motivation, self-efficacy and writing performance (Graham, 2017). Additionally, reading and writing for pleasure are valuable in their own right. They play a pivotal role in supporting all children‘s learning and development, particularly the less advantaged.

The OU Team recently presented the Reading and Writing for Pleasure Executive Summary of Research, commissioned by the Mercers' Company as part of its Young People & Education programme‘s ‘Literacy Special Initiative - Reading and Writing for Pleasure 2020-2023‘.

The summary encompasses findings of two comprehensive literature reviews of existing research on motivating young readers and writers. It then draws out synergies, offering these in relation to effective approaches.

Professor Teresa Cremin and Dr. Helen Hendry of #OURfP worked extensively on this three-year study, and offer the summary to support educators in classrooms, libraries, and community initiatives. Spanning studies from 1990-2023, quantative, qualitative and mixed methods, there were a rich range of synergies.

The Framework draws together insights from the international research literature in these areas, and data from six London-based literacy programmes. These were led by Doorstep Library, Literacy Pirates, Ministry of Stories, Primary Shakespeare Company, World Book Day, and the National Literacy Trust together with the Reading Agency, that jointly led ‘Get Islington Reading‘.

The OU team systematically reviewed the existing research literatures on Reading and Writing for Pleasure separately, and then identified themes within, and synergies across, these reviews in relation to effective approaches for 5-13 years olds. Whilst acknowledging the term writing for pleasure is rarely used in policy, practice or research, the OU team framed it as ‘volitional writing‘, which, in line with notions of reading for pleasure, is seen to be driven by an individual‘s own goals and interests, which may include social ones, in anticipation of some kind of satisfaction.

The Framework provides a research-informed basis for developing practice that nurtures young people‘s Reading and Writing for Pleasure. It includes the programmes‘ shared values and organisational characteristics that shape and support such work. These enabling features underpin their approaches to nurturing children‘s enjoyment and engagement as readers and writers and deserve recognition.

The Framework indicates that a rich combination of individually and socially oriented approaches is optimal, mediated through the responsive involvement of adults. It highlights the child-led autonomy focused nature of this work, and the ways that relaxed interactions around texts forge social and relational connections of value between readers and/or writers.

To enable this dynamic combination to function successfully, text access and dedicated time and space are essential.

The recommendations of the report are that reading and writing for pleasure urgently require a higher profile in education, both to raise attainment and achievement and to increase children‘s engagement as motivated and socially engaged readers and writers. 

Literacy organisations, schools, teachers, student teachers and librarians can make use of the Framework to affirm and celebrate, question and challenge their practice, and in the light of this, identify priorities for development. Additionally, the Framework offers an opportunity to develop a shared vocabulary around these foci, with volunteers, partners, stakeholders, funders, governors and trustees.

It also demonstrates to these and other colleagues, the value of current practice, and the potential for enrichment to maximise impact on young people as readers and writers.

Read the full report here.

* The illustrations within the summary are by Onyinye Iwu

@OpenUni_RFP