A huge part of the National Year of Reading has been a focus on increasing the visibility of reading within schools. I had the absolute pleasure of watching four of the most notable professors of literacy and education in the United Kingdom speak in front of Parliament last week. All noted a decline in the volition of reading, and this is an ongoing theme from several prominent UK universities in the fight against the decrease in reading for pleasure. Although this is an admirable endeavour, schools already promote reading as much as they are able within the curriculum constraints that they face.
Libraries and the essential role of the Librarian
Libraries have been chronically underfunded for years, and the selection of books has not been updated as often as librarians would like simply due to funding issues. Many of the schools I have visited in my time as a Specialist Teacher Assessor have no full-time librarian; in fact, it’s the children who check the books in and out as part of their responsibilities for the school.
Although this is an interesting way to help the children develop that social responsibility, it takes away the idea that a librarian is a knowledgeable person who can advise and guide students to find books that might help them answer their questions, find out more about themselves, and discover the world around them, especially if the opportunity to travel is limited. A good librarian will also help to expand the students’ verbal repertoire and understanding of vocabulary, which will stand them in good stead for the future. A core pillar for literacy, according to The Science of Reading by Maggie Snowling et al., specifies that vocabulary is essential for good reading comprehension.
Books’ competition: instant gratification
On top of that, reading and books are now in constant competition with social media and the instant gratification that students get when they post something that is liked or have comments on photos or videos that are shared.
Gone are the days of the slow burn enjoyment of a book, replaced by the fast-paced, ever-changing nature of social media and the constant continuous interruption to concentration that children face from every social media platform going. Is it any wonder that the government is considering banning social media for those under 16? Many psychologists and educators are now discussing this as a potential barrier to learning. There is not the scope for a discussion here, but I will say, in my 20 years of teaching, I have never known so many people distracted away from critical thinking, reading, and learning by the prospect of another ‘like’ on social media and the rise of AI. Perhaps what we have is not just a decline in reading, but a decline in attention span, thanks to the omnipresence of social media and the replacement of grappling with complex thought with a quick summary from an AI chatbot.
Underlying SpLD (Specific Learning Difficulties)
Furthermore, many students struggle with reading due to an underlying difficulty or undiagnosed specific learning difficulty which makes reading nigh-on impossible. These difficulties are often dismissed as reluctance, or disinterest, or downright dislike of books and reading. If the challenge of reading is due to the fact that it is physically and cognitively daunting. Or soul destroying. What is the point of forcing a child to read? Reading should sound like a treat. It should sound like chocolate. It should sound like the welcome home that you have always wanted. It should not sound like another punishment foisted upon you for not doing your work.
My pledge
As part of my pledge for the National Year of Reading, I intend to be more vocal about the challenges that people face when they are struggling with dyslexia or other literacy and reading based difficulties. I want to dispel the myths around visual difficulties being misdiagnosed as dyslexia and start to focus on what we know about dyslexia based on current research and ongoing ideological debates about the nature and definitions of dyslexia based on current and ongoing research in the fields of psychology, genomics, and education.
Current progress and next steps
I have already had the privilege of talking to many parents, carers, and teachers across Northamptonshire during 2025 and already in 2026. There are more talks upcoming about the nature of dyslexia and how to support our young people as they begin to discover more books and potentially encounter trouble with reading. Remember to check the website often for information on upcoming chances for learning.