Research reports

Pupils who use Accelerated Reader (AR) enjoy reading, read frequently and think more positively about reading than their peers who do not use AR.

This report outlines findings about children and young people’s reading from our seventh annual literacy survey conducted in November/December 2016 when 42,406 children and young...

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...

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...

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...

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...

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 ...

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...

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 ...

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.