Written evidence by Professor Sarah McGeown and Dr Miriam McBreen (RFP0048)
Education Committee
Reading for Pleasure inquiry
This submission is from two University-based researchers and is intended to broaden and deepen knowledge of effective reading for pleasure pedgagoy, connecting research with implications for policy and practice.
Benefits of reading motivation and book reading for primary and secondary pupils
Supporting reading motivation supports achievement. For example, findings from our meta-analyses (McBreen & Savage, 2021) and intervention research (McBreen & Savage, 2020) indicates that when reading instruction is explicitly designed to support reading motivation, this improves both reading achievement and motivation for children with and without reading difficulties, across primary and secondary settings. Further, addressing skills and motivation in combination leads to better outcomes for learners with reading difficulties than focusing on skills alone (McBreen & Savage, 2020; McBreen & Savage, 2021) therefore reading instruction focusing on promoting reading motivation can help to narrow the achievement gap.
Meanwhile our qualitative research has highlighted multiple potential benefits from reading books, for primary and secondary pupils who choose to read for pleasure. Research-informed practices to support pupils’ reading motivation and engagement is essential for these benefits to be achieved.
Benefits include:
Differences in ‘reading for pleasure’ among different groups
Our research has demonstrated sex differences, reading ability differences, and age-related declines (Duncan et al., 2016; McBreen et al., submitted; McGeown, 2013; 2015) in reading motivation and engagement, mirroring national data (e.g., National Literacy Trust). However, our research has also highlighted the importance of recognising nuance and complexity within groups and not focusing solely on categorical differences (McGeown et al., 2011; 2012; 2020). In addition, it has demonstrated how other child characteristics (e.g., personality) shape reading motivation (Medford & McGeown, 2016) beyond demographic categories. Our research has also indicated differences between groups in terms of the importance of reading motivation, for example, it may be particularly important for children with poorer reading skills, who need higher levels of motivation to persevere (Logan et al., 2011).
Further, our recent research using Millennium Cohort Study data (McBreen et al., submitted) also indicates significant individual variability in how reading for pleasure evolves over time, suggesting multiple factors contribute to reading for pleasure. Indeed, our recent work highlights the importance of recognising pupils, texts, pedagogies and environments as all important intersecting factors required to support and sustain reading for pleasure (Cremin & McGeown, 2025).
Factors causing the decline in ‘reading for pleasure’
Our research on secondary pupils’ perspectives of the barriers to reading (books) for pleasure has illustrated the following:
- Perceptions of poor access to books aligned with personal interests, preferences, lives, experiences and abilities (Webber et al., 2023a; Wilkinson et al., 2020)
- Inexperienced in book choice, that is, don’t know how to or can’t find a book they enjoy (Webber et al., 2023a).
- Books (perceived to be) too effortful or long and/or not sufficiently capturing interest or attention (Webber et al., 2023a; Wilkinson et al 2020)
- Negative school-based reading experiences, including feeling pressured to read, reading books synonymous with ‘schoolwork’ or being ‘turned off’ by books used/available in school, especially those studied for exams/coursework and those not considered personally interesting/relevant (Webber et al., 2023a)
- Not being encouraged to read for pleasure in secondary school as much as in primary school (Wilkinson et al., 2020)
- Negative perceptions of book reading by (some) peers (Webber et al., 2023a; Wilkinson et al. 2020)
- Lack of time and/or competing or more preferable activities (Webber et al., 2023a; Wilkinson et al. 2020)
- Lost the habit or routine of reading (Webber et al., 2023a; Wilkinson et al. 2020)
- Reading promotion messaging misaligned with own motives for reading/ways of communicating (Webber et al., 2025).
Further, school-based guidance and pedagogies may not be optimally informed by research, thus contributing to the decline in reading for pleasure. For example, the revised Reading Framework (DfE 2023) has considerable content on practices with poor quality evidence (e.g., book clubs, rewards) (Oxley & McGeown, 2023; Webber et al., 2023b) and orientates teachers towards leading pupils’ reading for pleasure practices, rather than enabling and empowering pupils with the knowledge and skills to develop these themselves (e.g. choice and motivation section, p95-96).
In addition, existing school practices may not sufficiently take motivation into account, with the focus of instruction more typically being on improving reading skills. Our research highlights that when skills-based instruction is combined with explicit instruction to foster motivation, this benefits both achievement and motivation (McBreen & Savage, 2020; McBreen & Savage, 2021). Further, our research conducted using Millennium Cohort Study data indicates that whether children with literacy difficulties receive intervention or not does not impact their long-term reading for pleasure, indicating more needs to be done to ensure instruction supports both skill development and leisure reading for these pupils (McBreen et al., submitted).
Effective pedagogies / interventions
Our research has employed different methods to inform effective pedagogy including:
1) Exploring primary pupils’ perspectives and experiences of current reading for pleasure practices, including independent reading, whole-class read aloud, book-talk, reading diaries, quality book provision, routine ‘reading for pleasure’ events, rewards, and use of technology (Oxley & McGeown, 2023) to understand ‘what works’ from their perspectives.
2) Individual interviews to understand secondary pupils’ perspectives on the motivators (Webber et al., 2025; Wilkinson et al., 2020) and barriers (Webber et al., 2023a ; Wilkinson et al., 2020) to reading for pleasure.
3) Conducting a systematic narrative review of secondary school-based interventions to support pupils’ reading motivation, including reading and literacy skill programmes, whole-school reading cultures, book clubs, technology-supported interventions and performance and theatre (Webber et al., 2023b) to explore the existing evidence (or lack of) within the established research literature.
4) A systematic review and meta-analysis of approaches used to foster motivation to read (McBreen & Savage, 2021), which identified a wide range of effective approaches to supporting reading motivation (integrated below) with further benefits on achievement.
5) A non-systematic review of the extensive ‘reading for pleasure’ research literature, drawing upon theoretical and empirical research from diverse disciplines to identify principles to best communicate the ‘reading for pleasure’ research literature to teachers (McGeown et al., preprint; summarised in Loh et al., 2025). These six principles are provided below and offer a foundation to inform and enact ‘reading for pleasure’ practices (e.g., book clubs, independent reading, read aloud) and provision (e.g., books, texts, space, time).
Principles to support pupils’ reading for pleasure:
Access:
Primary and secondary pupils need access to quality books/texts which reflect their personal preferences, interests, lives, experiences, and abilities (McBreen & Savage, 2021; McGeown et al., preprint; Oxley & McGeown, 2023; Webber et al., 2025). Book/text provision needs to reflect the school community and, whenever possible, pupils’ input into new text purchases is recommended (Oxley & McGeown, 2023). Access to welcoming and comfortable spaces (e.g., school libraries, reading corners) is also essential (Webber et al., 2025). For older pupils, technology may increase access and support/sustain positive reading practices, although facilitating effective technology use (e.g., skills, platforms) is important.
Choice:
Primary and secondary pupils benefit from choice over their reading material, reading activities and reading goals (McBreen & Savage, 2021; McGeown et al. preprint). However, many pupils lack the knowledge or skills to do this optimally and therefore explicit teaching to choose books/texts aligned with personal preferences is essential (Oxley & McGeown, 2023; McGeown et al., preprint, Webber et al., 2025). Indeed, while pupils are taught other reading skills (e.g., phonics, reading comprehension strategies) rarely are they taught skills in book choice or goal setting, yet this is essential to give them the knowledge and confidence to guide their own reading behaviours, including as these evolve over time, and select texts which are personally enjoyable, engaging, empowering and enriching (McGeown et al., 2025).
Time:
Regular quality time to read (free from distractions, with a book/text they enjoy) during school, alongside encouragement and support for out-of-school reading is essential to create positive reading habits (McGeown et al., preprint; McGeown & Wilkinson, 2021; Webber et al., 2025). For out-of-school reading, books/texts need to fit within (and enhance) children/young people’s lives for them to choose to read in their own time (Webber et al., 2023a).
Connection:
Pupils enjoy reading and are engaged readers when they feel connected to their reading material (McBreen & Savage, 2021; McGeown & Wilkinson, 2021; McGeown et al., preprint). Access and time to choose and read books and other texts which are personally meaningful, that is, connect to their interests, lives, experiences, identities, preferences, abilities, and/or motives/goals for reading, is essential.
Reading promotion messaging and activities also need to connect with pupils’ ways of speaking, thinking and being (Webber et al., 2025). Talking about books/texts in ways that are authentic and relatable, that is resonate with their lives, interests, motives for reading, ways of communicating etc is essential.
Social:
Providing opportunities for social reading practices (e.g., reading together, recommending books/texts) which are personally enjoyable and meaningful is important (Oxley & McGeown, 2023; Webber et al., 2025). However, pupils may lack the confidence, skills or experience to do this and so guidance, support and time to develop is important (Oxley & McGeown, 2023; McGeown et al., preprint). Inviting different ways to engage with others around books/texts is essential to ensure inclusive practices (McGeown et al., preprint), in addition to allowing choice over book/text type (Webber et al., 2023a). Note that some text types (e.g., digitally enhanced books, comics) may naturally elicit more social reading behaviours (Alhamad et al., 2025a; 2025b; McGeown et al., 2020).
Success:
Motivation to read is underpinned by positive perceptions of reading, and positive beliefs about oneself as a reader (McBreen & Savage, 2021; McGeown & Wilkinson, 2021; McGeown et al., preprint), therefore ALL pupils need to experience reading success to choose to read of their own volition. Recognising the interconnected nature of the skill and will to read (McBreen & Savage, 2020; 2021; McGeown & Conradi-Smith, 2023; McGeown et al., preprint; 2015) highlights the importance of reading instruction which optimally develops reading skills, though not at the expense of will. Further, expanding definitions of ‘reading success’ can motivate all pupils to develop as readers (McGeown et al., preprint). Finally, developing pupils’ skills in self-regulatory instruction (e.g., personal goal-setting, progress monitoring, evaluating learning) and encouraging them to attribute reading success to personal effort can also develop motivated readers (McBreen & Savage, 2021).
Beyond these principles, there is considerable theoretical and empirical research indicating that to effectively support learners, skills and motivation should be addressed in combination, which aligns with findings from intervention research indicating that interventions are more effective when they focus both on skills and motivation, rather than skills alone (McBreen & Savage, 2020; McBreen & Savage, 2021): the concept of reading engagement is integral to this (McGeown & Conradi-Smith, 2023).
These six principles listed have implications for provision, pedagogy, and professional development. Further, qualified librarians and library professionals can provide specialist knowledge to support reading for pleasure, in addition to broader pupil development (Webber et al., 2025b).
Finally, evaluation and reflection on reading for pleasure pedagogy is essential. Evaluation should be undertaken as a process for continuous improvement and to identify pupils in need of further support (McGeown & Wilkinson, 2021; McGeown & Conradi- Smith, 2023).
Actions for government to increase reading for pleasure:
A recent collaborative paper (McGeown et al, 2025) between University-based researchers and individuals from literacy, library and other sectors highlighted eight themes to inform effective action: policies, professionals, provision, pedagogy, promotion, publishing, participatory approaches and partnerships. Four are summarised below:
Policies
National and local policies are required to empower professionals to support both the skill and will (i.e., motivation) in reading. Revisions to core guidance to support teachers (e.g., DfE Reading Framework) are encouraged. For example, the Reading Framework currently provides no guidance on effective strategies to choose books, or the importance of authentic relatable messaging. Further, the concept of reading engagement (McGeown & Conradi-Smith, 2023) which plays an integral role in connecting the ‘skill’ and ‘will’ in reading, and is essential for the benefits of reading to be realised, is absent.
Professionals
Investment in professionals (teachers, librarians, classroom assistants) is essential. Professional development should be underpinned by a broad range of research evidence, utilising different methodological approaches, to deepen knowledge. This will support contextually appropriate implementation of reading for pleasure practices to ensure that ALL pupils are supported (McGeown et al., preprint).
Provision
Quality provision includes i) provision of books/texts aligned with pupils’ interests, preferences, lives, abilities etc; ii) provision of time and space (e.g., school libraries) to choose and read books/texts, with encouragement to take home; iii) provision of qualified professionals (including librarians) to optimally support pupils’ reading for pleasure; iv) improved provision through stronger connections between schools and public libraries.
Pedagogy
Research-informed pedagogy which simultaneously supports and connects the ‘skill and the will’ in reading, from the beginning of primary through to the end of secondary education, is essential. Further, encouraging teacher reflection and evaluation of reading for pleasure pedagogy, including inviting pupils’ input into improvement, is recommended (McGeown & Wilkinson, 2021).
Scope of research cited in paper
The research cited is by the authors and has been carried out primarily with pupils aged 7-16. Efforts are always made to recruit demographically representative samples, although some research shared on ‘benefits of book reading’ are based on work with pupils who enjoy reading. Research is primarily from schools in the UK (England and Scotland), but also Canada, while narrative and systematic reviews include research from other contexts.
The research cited above is part of an extensive body of research in this area, including studies highlighting links between reading motivation, reading engagement and reading skills (e.g., Taboada et al., 2009; Torppa et al., 2019; Toste et al., 2020), and wellbeing benefits associated with reading (Sun et al., 2023) albeit only when pupils are engaged readers (Murray et al., 2025). The authors would strongly encourage the use of research adopting different methodological approaches, and from different disciplinary perspectives (Cremin & McGeown, 2025) to ensure reading for pleasure pedagogy optimally supports ALL pupils.
Contributors
Sarah McGeown is Professor of Literacy (Psychology and Education) and Co-Director of the Literacy Lab at the University of Edinburgh. With over 50 publications related to reading, she is nationally and internationally recognised for her research into children and young people’s reading motivation and engagement (i.e., reading for pleasure). McGeown takes a child/young person-centred approach to understand their perspectives in relation to the motivators and barriers to reading for pleasure (Webber et al., 2023a; 2025; Wilkinson et al., 2020), perspectives and experiences of school-based reading for pleasure practices (Oxley & McGeown, 2023) and the diverse benefits associated with book reading (Currie et al., 2025; Santi et al., 2025; Wilkinson et al., 2020). Further, her research has explored the diverse range of reading experiences for children/young people with SEND (Alhamad, 2025b; Cebula & McGeown, 2025; Webber et al., 2024a; 2024b), the benefits and reading experiences associated with diverse text types (e.g., Alhamad et al., 2025a; 2025b, Duncan et al., 2016; McGeown et al., 2020), the importance of enjoyable and engaging reading instruction (McGeown et al., 2015b; preprint) and the central role of ‘reading engagement’ within reading for pleasure discourse (McGeown & Conradi-Smith, 2023). McGeown collaborates closely with national literacy, library and education organisations (McGeown et al., 2025), in addition to children, young people (Webber et al., 2023), teachers and other professionals (McGeown et al., 2023) to ensure her work synthesises knowledge, experience and expertise from both research and practice. In 2025 she co-edited ‘Reading for Pleasure: International Perspectives’ published by Routledge (Cremin & McGeown, 2025). Her research has been funded by Nuffield Foundation, Leverhulme Trust, Education Endowment Foundation, Economic and Social Research Council and others. All cited research can be found here: https://blogs.ed.ac.uk/literacylab/publications/
Miriam McBreen is a Lecturer in Psychology at University College London. She conducts research focused on supporting motivation to read, in particular for children with reading difficulties. Her research has explored how teaching approaches impact reading motivation and achievement, through systematic reviews and meta-analysis (McBreen & Savage, 2021), intervention studies (McBreen & Savage, 2020; McBreen & Savage, 2023) and analysis of cohort data (McBreen et al., submitted). She recently received funding from Nuffield Foundation to conduct a large-scale evaluation of Love to Read, a programme designed to support reading motivation and engagement (Love to Read Phase 1 can be found here). Her profile can be found here: https://profiles.ucl.ac.uk/88750-miriam-mcbreen.
Acknowledgements
The authors would like to thank all co-authors, children, young people, teachers and other professionals who have contributed to this research. Many thanks to the funders, in particular, Nuffield Foundation (EDO/FR-000022626), Leverhulme Trust (RPG-2021-344), and Economic and Social Research Council/Scottish Book Trust (ES/P000681/1).
January 2026