An evidence review exploring the link between literacy and life expectancy in England through health and socioeconomic factors.
Keep up to date with the latest literacy research.
This research review explores redefining and reframing what it means to be a good reader at age 11, looking in particular at cognitive reading skills, affective processes and reading behaviours.
We asked 42,406 children and young people aged eight to 18 about book ownership in our seventh annual literacy survey, which we conducted in November/December 2016. One in 11 children said they do not have a book of their own at home, rising to one in eight children from disadvantaged backgrounds.
This literature review provides a brief overview of research relating to the importance of shared reading in the early years, with a focus on personalised children’s picture books in print format.
Pupils who use Accelerated Reader (AR) enjoy reading, read frequently and think more positively about reading than their peers who do not use AR.
Our review of provision of school libraries, the impact on pupils and the elements that make a good school library.
Fewer children and young people in Manchester say that they enjoy reading compared with their peers nationally and fewer read daily outside class. This is based on a survey of 5,000 pupils from 60 primary and secondary schools in Manchester, who participated in spring 2016.
Read more about children’s and young people’s enjoyment of writing in 2016, taken from our seventh annual literacy survey.
In 2016 we recorded the highest levels of reading enjoyment to date, with nearly 6 in 10 saying that they enjoy reading either very much or quite a lot.
This report outlines findings from an independent evaluation of Premier League Reading Stars (PLRS) by Coventry University, focusing on activities delivered in Wales between September 2015 and July 2016.
Here we share the impact of findings from an independent evaluation of Premier League Reading Stars (PLRS) and Premier League Reading Stars Cymru (PLRSC) by Coventry University, focusing on activities delivered between September 2015 and July 2016.
A fifth of children and young people said in 2015 that they write in a diary in their free time.
Fewer children enjoyed writing or wrote something in their free time in 2015 compared with the previous year. This is based on findings from our annual literacy survey that we conducted in November/December 2015. 32,569 children and young people aged 8 to 18 participated.
This report outlines evaluation findings from the Picture the Poet schools programme, which aimed to increase enjoyment of poetry reading, writing and performance.
Here we share the impact of the Oxfordshire Gaining Momentum (OGM) project, where we saw positive teacher and student results.
Do children in 2016 still send postcards when they go on holiday? Who is most likely to do so and what, if any, are the relationships between writing postcards and writing in general?
These external evaluations, carried out by the Centre for Research in Psychology, Behaviour and Achievement at Coventry University, describe the impact of the Helping Early Language and Literacy Outcomes (HELLO) project.