For 16 years now, US and UK editions of the What Kids Are Reading report have offered an unrivalled insight into the reading habits of millions of children over an entire academic year. Unlike bestseller lists or library loans, it considers the books read and enjoyed by primary and secondary-aged pupils.
Over the past few years, the UK report has also expanded to include analysis from countries where English is the first language, such as Australia, New Zealand, and Canada – as well as those where English is not the first language, including Egypt, Hong Kong, Malaysia, Mexico, Northern Mariana Islands, Qatar, Spain, and the UAE. Among other things, the report identifies the books and authors that are most engaging pupils in these diverse contexts. This is vital information for educators to ensure students are reading books that they truly enjoy.
Despite the dip in overall reading levels – only the second we have seen since the first year of the pandemic – there is still much to celebrate in terms of the depth and breadth of the books being read across various regions globally. It is also gratifying to see children turning to books to find more representative and aspirational role models in this year’s report. We hope this means that all children can see themselves reflected in the literature they consume, and that reading can support the development of a more inclusive and understanding society.
It is also gratifying to see children turning to books to find more representative and aspirational role models in this year’s report. We hope this means that all children can see themselves reflected in the literature they consume, and that reading can support the development of a more inclusive and understanding society.
On behalf of Renaissance, I would like to thank Professor Keith Topping, Dr Christina Clark and Irene Picton from the National Literacy Trust, Natalie Perera from the Education Policy Institute, and everyone else who has worked on the report – and hope that you find it both interesting and informative.
