The Importance of Reading Choices
Written by School Library Association
One of the things that is often spoken about in relation to reading in schools is choice - or the lack of it. There have been many conversations about the role of reading schemes, the importance of ‘progression’ and the value of reading certain types of books over and above others. These conversations aren’t going anywhere, but a key component is often overlooked – the importance of a child’s choice.
Rights and Relationships
There are two core components which make providing choice in reading so important. One is a much under-discussed topic – the rights of the child.
The UN Convention for the Rights of the Child was accepted by the UK, and we have a duty to abide by it and inform children of their rights. The rights which are most applicable in this context are:
Article 12 (respect for the views of the child)
Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life.
Article 13 (freedom of expression)
Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
Article 29 (goals of education)
Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
While restricting a child’s reading might be done with the best intentions for their ‘education’, the impact can be to limit their personal development, to reinforce feelings that they are not good enough, and can leave a mark which is felt for years. I’ve previously had a Year 9 speak impassionedly about a time where she wasn’t allowed to read something as a Year 5.
Equally important, reading relationships, much like all relationships, are built on respect and trust. If you are recommending books to a child, they have to be able to trust your judgement and reasons for making a recommendation. A book recommendation which is primarily based on anything other than trying to produce a pleasurable experience (though there may be other benefits besides) will not land. It doesn’t take too many bad recommendations to stop listening completely.
A new report written by the Open University’s Teresa Cremin and Becky Coles, based on data from BounceTogether and the School Library Association, found that of the 1194 responses from children ages 8-11, only 14% said they’d ask an adult to help them find a new book. What caused this response we don’t know, and there will likely be many factors involved, but I can’t help but wonder if some poor suggestions have been given, or if there’s an assumption that they wouldn’t know what the ‘best’ books are… Additionally, the same report showed that 12% responded neutrally/negatively to the idea of having a favourite book. How are they going to find a favourite if they don’t trust the adults to provide a book recommendation for them to enjoy?
‘Progression’ in reading
The concept of ‘progression’ in reading is also much touted, but usually in a very linear way, in the sense of increasing a child’s ability to read - or at least in the way which is detected by reading tests. Much less spoken about is the idea of progressing a reader.
Creating a reader is different to developing an ability to read. Children undoubtedly need both, but far too much weight is put on ability, and less on the reader. If you consider progression in terms of creating a reader, you are forced to take a wider view and measure different things. Progression for a reader includes reading different genres of story, or different lengths of book. You need to take into account the complexity of ideas and language, and the range of skills learnt. Henry James wrote short stories – it doesn’t make them easier to comprehend than Dickens. Wordless books develop different skills to fiction, which develop different skills to information books, to poetry, to illustrated and graphic novels – no one type of text is better, easier or more beneficial. Some types may be stronger in some areas – fiction for building empathy for example - but all have their place.
The role of adults in developing reading
Teachers, parents and carers’ role is to entice, suggest and empower. While setting reading lists which must be adhered to is the easier way to measure reading, it stifles the development of the reader. It limits their ability to explore and uncover reading experiences and, through that, who they are.
OUP carried out some research in 2021 and, out of 4000 parent respondents, when asked what their favourite book or author was to read to their child, 63% chose books that they had read while they were younger. Related to this, in 2008 Teresa Cremin found that there were significant gaps in teachers’ knowledge and that many teachers relied on stories they’d read when they were young, or just a few classics (Cremin, Teresa & Bearne, Eve & Mottram, Marilyn & Goodwin, Prue. (2008). Primary teachers as readers. English in Education. 42. 10.1111/j.1754-8845.2007.00001.x.).
Farshore research from 2021 found that 50% of 3-4 year olds, 41% of 5-7 year olds, and only 22% of 8-10 year olds were reading every day, or nearly every day, at home. There will be many reasons for this, but reading must provide engaging, exciting, relatable experiences to sustain interest against other forms of entertainment.
How can we do this?
- See the reader as an individual, and prioritise their interests and attitude to reading. You can determine their attitude to reading through asking a series of questions, or using a tool like Wellbeing through Reading.
- Be knowledgeable about modern children’s literature, or know someone who is! If you don’t have this person, you can ask for personalised reading recommendations from the SLA.
- Too much choice can also be overwhelming. Break the options down and try 30 second introductions to books. Teach children how to browse and decide if they like a book – don’t assume they know how to do this.
- Be a reading role model. It’s not about perfection, as all that does is create an unattainable image of a reader and further isolates those who don’t connect with that ideal. Be open about trying different books, giving up if you don’t like them, and reading a range of materials.
- To develop a reader, you need to engage the whole person. If you need something you can measure, the CLPE reading scales are incredible useful for showing progress.
For further support, try these SLA resources:
- Reading Bingo card, to encourage different types of reading
- Learn how to build a whole school reading culture with this online course
- Download our FREE guide to making sure reading is inclusive
- Explore our publications, such as Reading Science for Pleasure, Empowerment for Girls – Primary and Secondary, and Graphic Novels: Chaos or Collection
Alison Tarrant is the CEO of the School Library Association, and has been a school librarian, gifted and talented co-ordinator, and form tutor.
The SLA is a membership association which supports everyone involved in school libraries, reading and research skills in schools. www.sla.org.uk @uksla