Love to Read: a co-designed intervention to motivate and engage child readers

In the UK, interest in school-based practices to increase children’s reading motivation and engagement has intensified, due to continued declines in children’s reading attitudes and engagement (Clark et al., 2023), and growing recognition of the importance of volitional reading and school-based practices to support reading for pleasure (Department for Education, 2023).  The Love to Read project (2021-2023) aimed to co-create a research-informed programme and resources for school leaders, teachers, and other school staff, to respond to this pressing issue. 

The Love to Read programme was underpinned by six research informed principles (access, choice, time, connection, social and success) identified by drawing upon an expansive range of theoretical and empirical research from different disciplinary traditions.  These principles were shared with children for their input, prior to a co-design process with teachers, where activities to embed these principles into practice were discussed and agreed, before final input from other professionals (Educational Psychologists) and project partners (Scottish Book Trust, Education Scotland, National Literacy Trust) for programme completion.

The co-created programme and resources were trialled for six weeks in four UK primary schools (n = 425 children, aged 8-11) in an acceptability and feasibility study.  The programme was found to be acceptable and feasible, and effectiveness data suggested evidence of promise.  Qualitative insights from children and teachers suggested positive changes to children’s reading attitudes, behaviours (e.g., more out-of-school reading, more reflective reading) and skills (e.g., improved skills in choosing books aligned with interests/preferences). No statistically significant increases in reading motivation or engagement were found for the entire sample; however, pre-test scores suggest the measures were not sufficiently sensitive to detect change and a significant increase was found for those with low reading engagement at pre-test. Further research is required to evaluate the programme over a longer time period, and with suitably sensitive measures.

Following Love to Read, Love to Read Libraries (2023-2024) involved working with library experts and professionals, to create a guide with activities and resources to embed the six research-informed principles into library contexts, and to support school visits to the library. 

References:

Clark, C., Picton, I., & Galway, M.  (2023).  Children and Young People’s Reading in 2023.  National Literacy Trust. Available from: https://nlt.cdn.ngo/media/documents/Reading_trends_2023.pdf

Department for Education (2023). The Reading Framework.  Available from: https://assets.publishing.service.gov.uk/media/664f600c05e5fe28788fc437/The_reading_framework_.pdf