Keep up to date with the latest literacy research.
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.
This report outlines evaluation findings for the Young Readers Programme in 2015/16.
This report outlines evaluation findings for the pilot Literacy Leaders project in 2015/16, which showed that the project empowered secondary school students to promote literacy among their peers.
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.
Two-thirds of children aged 3 to 5 look at or read stories daily at home in a typical week.
This report resents a snapshot of the attitudes and beliefs of 450 early years practitioners around emergent literacy in 2015, as well as the reported attitudes and emergent literacy behaviours of the children in their settings.
This literature review explores how digital technology can support practitioners to promote communication, language and literacy skills in early years settings.
Findings from our third annual early years surveys of parents and early years practitioners, about the role of touchscreen technology in supporting preschool children’s literacy.
Findings based on responses from 24,972 8 to 16-year-olds who participated in the National Literacy Trust’s annual literacy survey in November / December 2015.
The Reading Agency’s Chatterbooks is an extracurricular reading initiative that aims to increase a child’s motivation to read. This report shows that children held more positive attitudes towards reading, read more frequently and felt more confident about their reading skills after taking part in Chatterbooks activities.
More children enjoy reading, read daily and think positively about reading in Bradford in 2015 than in 2014.
Books about Town (BaT) for Schools is a creative literacy project focused on raising levels of reading for enjoyment through the use of whole text. In this report, we share our findings from an evaluation of the second phase of the BaT for Schools programme.
The report is based on findings from participating children, a control group of non-participating children, interviews with practitioners, and focus group discussions with pupils.
Through National Literacy Trust membership (formerly the National Literacy Trust Network) we aim to help practitioners to improve literacy by creating a supportive environment in schools.
This report outlines findings about the impact of access to an ebooks platform on pupils’ reading motivation and skills over the academic year 2014/15.
These findings are based on a teacher survey that we conducted in January/February 2015. 2,326 teachers from 112 schools in the UK participated.
Children and young people enjoy writing significantly less than reading in 2014. Compared with daily reading, daily writing levels have also remained static over the past five years.
First News is an award-winning national UK newspaper for children. The National Literacy Trust was commissioned by First News to conduct an evaluation of how taking part in First News activities in school affects pupils’ reading skills and attitudes towards reading and their attitudes to newspapers. Our evaluation showed a significant positive impact on children’s reading attitudes, behaviour and confidence.