Reading for pleasure (part 2)

This article by Matt Bromley first appeared in SecEd Magazine in June 2025. It is the second in a 2-part series. Catch up with part one here.

In the first part of this 2-part series, I argued why reading for pleasure is not just a leisurely pastime, but a cornerstone of lifelong learning and personal growth.

I outlined several key benefits to reading for pleasure, including academic outcomes, emotional health and wellbeing, social skills, cultural and historical awareness, and developing lifelong habits.

I then explored nine ways of creating a whole-school culture of reading for pleasure. This time, I would like to examine the link between reading for pleasure and attainment.

Reading for pleasure and attainment

When learners engage with books out of personal interest and curiosity, rather than obligation, the impact on their academic achievement can be profound and far-reaching. The benefits of reading for pleasure extend well beyond literacy itself, influencing a wide range of cognitive, social, and emotional skills that underpin success in school and beyond.

At its core, reading for pleasure directly improves literacy skills – the very foundation of learning. Learners who read regularly develop stronger vocabularies, better comprehension, and an increased ability to decode complex texts. Importantly, they also gain fluency, which allows them to focus on meaning rather than mechanics when reading. These gains translate into more confident learners, better equipped to tackle demanding academic tasks across all subjects.

Indeed, research has repeatedly shown that learners who read for pleasure outperform their peers in subjects far removed from English (Clark & Rumbold, 2006). For instance, regular reading improves mathematical and scientific reasoning skills because reading fosters critical thinking, problem-solving, and the ability to draw connections between concepts – all essential for tackling complex challenges in STEM subjects (OECD, 2010).

Moreover, the ability to read and process information quickly and accurately enables learners to engage more effectively with textbooks, exam papers, and other written resources, giving them a crucial edge in assessment settings.

Furthermore, reading for pleasure builds the cognitive toolkit needed for academic attainment. Through books, learners encounter new ideas, unfamiliar perspectives, and diverse problem-solving approaches. This enriches their general knowledge, deepens their cultural awareness, and hones their analytical thinking. The breadth and depth of understanding gained from reading for pleasure cannot be overstated – it is learning in its most authentic and organic form.

Academic success is not solely about intellect; emotional resilience and social understanding play pivotal roles, too. Reading for pleasure allows learners to explore emotions, grapple with moral dilemmas, and consider alternative viewpoints through the experiences of characters.

This all nurtures empathy, emotional intelligence, and self-awareness – qualities that are key to success in education and life.

And then there’s motivation. Unlike compulsory reading tasks, which can sometimes feel like a chore, reading for pleasure is self-directed and enjoyable. This positive association with reading motivates learners to engage more frequently and for longer periods, creating a virtuous cycle of skill development and academic progress.

The benefits of reading for pleasure are particularly striking when it comes to addressing educational inequality. Studies suggest that the impact of regular reading on academic attainment can be greater than that of socio-economic background (OECD, 2002; Sullivan & Brown, 2013). In other words, reading for pleasure has the potential to level the playing field, offering all learners – regardless of their starting point – an opportunity to excel.

Reading for pleasure and equity

Regular readers of my articles will know I tend to write about inclusion and so it would be remiss of me not to draw a link here between reading for pleasure and inclusion. And that’s not a tenuous link, either: reading for pleasure is a powerful equaliser in education.

For disadvantaged learners, it provides opportunities to bridge gaps in language, knowledge, and life experiences that may exist due to socio-economic circumstances. By fostering a love of reading, schools can empower these learners with the skills and confidence needed to thrive academically, socially, and emotionally.

By age three, disadvantaged children are already almost 18 months on average behind their more affluent peers in their early language development. Around two-fifths of disadvantaged five-year-olds do not meet expected literacy standards for their age (Hutchinson & Dunford, 2016).

As I have written about before in SecEd, disadvantaged learners often start school with lower levels of literacy and a more limited vocabulary than their peers. By the age of seven, the gap in the vocabulary known by children in the top and bottom income quartiles is something like 4,000 words; children in the top quartile know around 7,000 words (Biemiller, 2004).

Reading for pleasure helps close this gap by exposing learners to a rich array of words and ideas, improving their comprehension, and building the foundations for academic success. Crucially, it nurtures the critical thinking and problem-solving skills that underpin learning across the curriculum.

Moreover, regular reading cultivates cultural capital – the knowledge and experiences that enable learners to engage confidently with the wider world. Through books, learners can explore different perspectives, gain insights into unfamiliar contexts, and develop empathy, all of which help them feel connected to a broader community.

Furthermore, for disadvantaged learners, reading can – as I’ve said – offer a safe escape and a means of exploring emotions in a controlled and non-judgemental space. Stories can act as mirrors, reflecting their own experiences, or as windows, offering a glimpse into other lives and possibilities. These dual functions build resilience, self-awareness, and a sense of agency, helping learners navigate the challenges they face.

And reading for pleasure fosters a sense of achievement. When learners finish a book or discover a story that resonates, their confidence grows, encouraging them to take on new challenges – both in reading and in life.

To unlock these benefits, we must adopt deliberate strategies to engage disadvantaged learners with reading. Here are six suggestions…

1. Make books accessible to all: Access to books is a significant barrier for many disadvantaged learners. We can address this by ensuring libraries are well-stocked with diverse and engaging texts that reflect a range of cultures, backgrounds, and interests. We should consider offering books to borrow or keep and explore partnerships with local libraries or charities to extend access beyond school hours.
2. Encourage book diversity: Not every learner will gravitate towards traditional novels, and many disadvantaged learners will not have access to novels at home or will have been encouraged to read classic literature. We should therefore cater to diverse tastes by including comics, graphic novels, magazines, poetry, audiobooks, and non-fiction in your collection. We should validate all forms of reading because this can help learners see themselves as readers, regardless of their starting point.
3. Foster a love of story-telling: For some learners, the mechanics of reading can be a source of frustration. Story-telling and shared reading sessions – where teachers or peers read aloud with expression and enthusiasm – can demonstrate the joy of stories without the pressure of decoding words. These sessions also build listening skills, oracy, and model fluent reading.
4. Build relationships through reading: Positive relationships with trusted adults are key to engaging disadvantaged learners. We should take the time to talk to learners about their interests and recommend books they might enjoy. By showing genuine enthusiasm for reading (and our students’ interests), adults can inspire learners to give it a try.
5. Provide the time and space to read at school: Many disadvantaged learners do not have quiet, comfortable spaces to read at home. We can help by building independent reading time into the school day. This ensures every learner can engage with books in a calm and supportive setting.
6. Engage parents and families: Disadvantaged learners benefit immensely when reading is reinforced at home. As I have already suggested, we should provide parents and families with practical tips and resources and organise family reading events to model reading as a shared and enjoyable activity. Offering books to take home can help make reading part of family life. Our efforts should prioritise the families of disadvantaged and vulnerable learners.

For disadvantaged learners, reading for pleasure is far more than a pastime, it is a gateway to opportunity and empowerment. By making books accessible, creating a reading-friendly culture, and fostering a genuine love of stories, schools can help these learners unlock their potential and transform their futures.

Reading for pleasure and belonging

Reading for pleasure also plays a crucial role in fostering a sense of belonging within schools and communities because books have the unique power to bring people together, to amplify diverse voices, and to bridge gaps in understanding and experience.

For learners from all backgrounds, reading for pleasure is not just a private activity but a communal one, offering opportunities to celebrate individuality while cultivating empathy and connection.

Here are six suggestions for how reading for pleasure is intricately linked to inclusion and belonging – and what we can do to harness this potential.

1. Stories as mirrors, windows and doors: I have already argued that books, like our curriculum, can act as mirrors and windows, but they can also be doors. Books act as mirrors when they reflect a reader’s own experiences, affirming their identity and validating their place in the world. For learners from marginalised or under-represented groups, seeing themselves in stories can be profoundly empowering. Books also serve as windows, offering glimpses into lives and perspectives different from one’s own. This helps learners develop empathy and an appreciation for diversity, laying the foundation for mutual respect and understanding. But books can act as doors, too, inviting readers to step into new worlds, expand their horizons, and imagine possibilities beyond their immediate context.
2. Celebrating diversity through stories: A robust culture of reading for pleasure celebrates the richness of human diversity. By introducing learners to stories from various cultures, backgrounds, and experiences, we can help break-down stereotypes and challenge bias. Reading about characters who overcome adversity, navigate complex identities, or live in different parts of the world fosters a greater understanding of the shared humanity that unites us all. This approach also encourages learners to celebrate their own identities and those of their peers, building a school environment that values and respects everyone.
3. Building shared experiences: As I’ve said, reading for pleasure is not just a solitary act, it can also be deeply social. When learners read and discuss books together, they share experiences that transcend their individual differences. Stories spark conversations about values, beliefs, and emotions, creating opportunities for meaningful connection. Group activities such as book clubs, story-telling sessions, and peer reading schemes build a sense of community and encourage learners to listen to and learn from one another. These shared experiences foster trust and mutual understanding, strengthening bonds within the school community.
4. Reducing barriers to belonging: For some learners, feelings of exclusion stem from not seeing themselves represented in school materials or being unable to access the same resources as their peers. A commitment to reading for pleasure that prioritises accessibility and inclusivity can help break-down these barriers. We can ensure that our school library and reading lists feature diverse authors, characters, and themes, making it clear that everyone belongs. We can also offer accessible formats, such as large-print books, audiobooks, and texts for learners with additional learning needs, ensuring that all learners can engage with reading.
5. Promoting empathy and understanding: Reading for pleasure helps learners to step into other people’s shoes and view the world from different perspectives. This is especially important in a diverse school community, where learners may encounter peers whose lives and experiences differ significantly from their own. Through stories, learners learn to navigate complex emotions and social dynamics, cultivating empathy and respect. This not only improves relationships among peers but also contributes to a more inclusive and harmonious school culture.
6. Encouraging self-expression and voice: Reading for pleasure inspires creativity and self-expression. By exploring different genres and styles, learners are encouraged to share their own stories, helping them find and celebrate their unique voices. Schools that celebrate these voices – through creative writing, drama, or story-telling – create spaces where every learner feels seen, heard, and valued.