Study Highlights Decline in Daily Reading for Pleasure Among Children
A recent study by HarperCollins reveals that the intense emphasis on literacy measurement in schools has marginalized reading for pleasure among children aged five to 17. The report, which analyzed survey data from HarperCollins, NielsenIQ, and The Reading Agency, indicates a significant drop in daily reading for pleasure, falling from 39% in 2012 to 25% in 2025.
While both parents and schools acknowledge the importance of reading for enjoyment, the study suggests that their focus on literacy skills inadvertently undermines this practice.
Trends in Reading Habits Among Different Age Groups
The proportion of children who rarely or never read for pleasure has tripled, increasing from 5% in 2012 to 15% in 2025. However, there was an encouraging rise in both daily and weekly reading for pleasure among 11- to 17-year-olds between 2024 and 2025. Notably, the percentage of 14- to 17-year-old boys who never read decreased from 36% to 30% year-on-year, a group identified by researchers as particularly challenging to engage.
Data also shows a shift in attitudes toward reading among teenagers. The number of teens who think "books aren’t cool" declined from 45% to 38% between 2024 and 2025 in the 11-17 age group. Additionally, fewer teens prefer watching TV, playing video games, or going online over reading, with figures dropping from 76% to 69% among 14- to 17-year-olds.
Social Media’s Role in Book Discovery
Social media platforms are increasingly influential in helping teenagers find books they enjoy. Among 14- to 17-year-olds, the proportion discovering books via BookTok rose from 23% in 2024 to 27% in 2025. Similarly, discovery through YouTube increased from 25% to 30% among 11- to 17-year-olds.
Challenges for Younger Children
The study’s findings for younger children are less positive. Only 32% of five to 10-year-olds read daily for pleasure in the past year, a figure unchanged over three years and down from 55% in 2012. The percentage of five to seven-year-olds who rarely or never read for pleasure increased from 8% to 11% within a single year.
Barriers to reading for pleasure include difficulties in finding enjoyable books and the competition from screens for children’s attention.
Recommendations to Encourage Reading for Pleasure
Researchers suggest that reducing pressure and promoting reading as a social activity could motivate children to frequently. The report also emphasizes the significant impact of being read to throughout childhood on developing reading habits. Alison David, HarperCollins consumer insight director, stated:
"Children who are read to daily are three times more likely to choose to read independently, daily, than if they are read to weekly by their parents."
Despite this, data shows that three-fifths of three to seven-year-olds are not read to daily. Nevertheless, 71% of parents with children aged 13 and under expressed a desire for their children to spend more time reading books, an increase from 65% in 2019. Nearly half (41%) of parents believe that reading for pleasure is more important than ever.
Parental Attitudes and Literacy Focus
When parents of five to 10-year-olds were asked about their reasons for reading to their children, literacy-related motives were predominant, with 58% not selecting enjoyment as a reason. The report highlights the need for parents to understand:
"The difference between literacy and reading for pleasure."
Focus groups revealed a "fatalistic" attitude among some parents, who assume that some children will naturally enjoy reading while others will not. Some parents also fear that reading to their child might encourage laziness and reduce independent reading.
The report stresses the importance of continuing to read to children beyond the stage when they can decode text independently, as it fosters enjoyment, habit formation, and encouragement to read on their own.
Practical Advice for Parents
Alison David recommends that parents read to their children frequently and in various settings beyond bedtime, such as at the park, on public transport, or in cafes. She suggests creative approaches like making a den with a blanket over a table to build excitement about stories, and connecting everyday observations to books to stimulate interest. For example, spotting a cat could lead to reading a book from the popular Mog series by Judith Kerr later.
"Read to children when they are in the bath, or eating lunch. Make a den, put a blanket over a table and sit in there to read. Build excitement – talk about how excited you are to continue the story to find out what happens next."
"When you are out, point out things that you see and relate back to books, and use it as a trigger to read again later," she added, recommending using "funny voices and accents, really ham it up," as children "love it."
Conclusion: Supporting Both Literacy and Reading for Pleasure
The report concludes that helping parents recognize that encouraging reading for pleasure requires a different approach than supporting literacy is essential. It advocates for providing parents with practical tools and compelling reasons to foster both skills, stating:
"By helping parents understand that encouraging reading for pleasure requires a different approach from supporting literacy – that both are essential, both are achievable – and by giving them practical tools and compelling reasons to act, we can make change happen."
