GOV.UK have published their findings on 'Research evidence on reading for pleasure'. There is a positive correlation between reading for pleasure and reading levels and attainment, which is why we firmly believe that creating interesting subject matter and characters in our phonics ebooks is so important. If students enjoy what they are reading, they're more likely to stick with it for longer and read it outside the classroom. This is our way of making teaching phonics and reading phonics more fun. You can read the full report here, and our summary of the findings below.
There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development (cited in Clark and Rumbold, 2006).
Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment (Clark 2011; Clark and Douglas 2011).
Reading enjoyment has been reported as more important for children’s educational success than their family’s socio-economic status (OECD, 2002).
There is a positive link between positive attitudes towards reading and scoring well on reading assessments (Twist et al, 2007).
Regularly reading stories or novels outside of school is associated with higher scores in reading assessments (PIRLS, 2006; PISA, 2009).
International evidence supports these findings; US research reports that independent reading is the best predictor of reading achievement (Anderson, Wilson and Fielding, 1988).
Evidence suggests that reading for pleasure is an activity that has emotional and social consequences (Clark and Rumbold, 2006).
Other benefits to reading for pleasure include: text comprehension and grammar, positive reading attitudes, pleasure in reading in later life, increased general knowledge (Clark and Rumbold, 2006).