This article emerged in our Twitter feed this week with the catchy headline “Reading for pleasure in childhood boosts brain health in teenage years”.  These articles surface every so often usually accompanied by calls to get students “Reading for Pleasure” as much as possible which highlights one of the most commonly misinterpreted ideas in education: “Reading for Pleasure”.  It adds to numerous other articles that all seem to be saying that “Reading for Pleasure” is something we should be promoting.  (This from OECD for example)  Our own blog features a couple of posts on the topic too (here and here) so go check them out when you are done here.

The reported impact of “Reading for Pleasure” is one of the single most misrepresented figures in education today.  It relates to children who choose to pick up a book and read as a form of entertainment in their spare time and from an early age.  They are emotionally invested and internally motivated by the pursuit of reading as a recreational activity.  The research DOES NOT relate to teenagers who may reluctantly trudge through chapters of a book they have been instructed to read by their teacher and it doesn’t relate to those that are skimming through quick reads so they can “complete” a set number of books for a competition.

The sooner we separate “Reading for Pleasure” from “Independent Reading Practice” the better.  They are connected and one may well lead to the other but they are not the same thing.  And we are currently prioritising the wrong one for the vast majority of our students!

What is “Reading for Pleasure”?

“Reading for Pleasure” revolves around personal enjoyment and the inherent pleasure of reading itself. It is a voluntary and self-directed activity driven by individual interests, preferences, and curiosity. “Reading for Pleasure” is not bound by specific guidelines or requirements and allows readers to choose their own materials based on their personal tastes, preferences, and reading level.

Unlike independent reading practice, “Reading for Pleasure” is not driven by educational objectives or external assessments. It promotes intrinsic motivation, imagination, and emotional engagement with the text. Readers have the freedom to explore a wide range of genres, topics, and authors, and they can read at their own pace without the pressure of meeting specific outcomes or deadlines.

“Reading for Pleasure” encourages readers to immerse themselves in the narrative, connect with the characters, and appreciate the art of storytelling. It can be a source of relaxation, entertainment, escapism, and personal enrichment. The benefits of reading for pleasure extend beyond academic performance, as it enhances language skills, expands vocabulary, improves empathy and perspective-taking, and stimulates creativity.

The idea that we can influence any other person in finding something pleasurable is morally grey at best and almost impossible on a practical level.  It strikes at the very core of what makes us individuals.  However just because a person doesn’t find something pleasurable and I am powerless to influence their views on it doesn’t mean it is not still immensely important.  I can’t just stop washing dishes after a meal because I don’t find it pleasurable for example.

To be chosen as a pleasurable leisure activity, reading also has to compete with things like TikTok, Call of Duty, Love Island, and whatever drama is happening in 9C via Snapchat.  The notion that we have the power to influence a student to find reading more pleasurable, and a more entertaining use of their leisure time, than these things is clearly nonsense.

So without that active choice, emotional investment, and motivational commitment that goes with “Reading for Pleasure” we aren’t really talking about “Reading for Pleasure” at all.  If we accept that we are not talking about “Reading for Pleasure” when we give students books and encourage them to read, what are we talking about?  Independent Practice.  And as soon as we accept this we can start to see how it fits into various models for the stepped progression of learning that we use for every other aspect of learning in school.

Do we really mean “Reading for Pleasure or do we mean “Independent Reading Practice”?

Independent reading practice and reading for pleasure are two distinct approaches to engaging with books and literature. While they share similarities in promoting literacy skills and fostering a love for reading, they differ in their primary objectives and the nature of the reading experience.

Independent reading practice refers to structured reading activities aimed at developing specific skills and achieving educational goals. It often takes place within an academic or instructional setting, such as a classroom or a library, however can be fully independent and undertaken at home. In independent reading practice, the emphasis is on improving reading fluency, comprehension, and vocabulary. Students are typically assigned specific texts or reading materials aligned with their instructional level or curriculum.  These are carefully chosen to achieve specific outcomes and the student will have previously benefited from things like modelling of what success looks like and appropriate scaffolding during guided practice.

The focus during independent reading practice is to build and reinforce specific reading skills through targeted exercises, such as analysing text structure, identifying main ideas, and making inferences. Students may engage in guided reading sessions, where a teacher or instructor provides support, monitors progress, and offers feedback. The primary purpose of independent reading practice is to enhance academic performance and meet educational objectives.

While independent reading practice focuses on specific learning objectives and follows a structured approach, reading for pleasure emphasises personal choice, autonomy, and enjoyment. Both approaches have their merits and contribute to the overall development of literacy skills and a lifelong love for reading. They can complement each other, as independent reading practice can improve the skills necessary to appreciate and understand complex texts during reading for pleasure.  However, if we channel our efforts into the pursuit of “Reading for Pleasure” we will have entirely missed the point.  With the vast majority of young people, we need to be focusing on the structured independent practice that follows modelling and guided practice in the development of expert readers.

The bottom line is that independent reading practice and reading for pleasure differ in their objectives and the nature of the reading experience. Independent reading practice is aimed at achieving educational goals and developing specific reading skills, while reading for pleasure prioritises personal enjoyment, autonomy, and self-directed exploration. Both approaches are valuable and contribute to a well-rounded reader who can navigate academic demands and find joy in the world of literature.  But if we channel our efforts into the pursuit of reading for pleasure at the expense of carefully planned and structured independent reading practice we will find ourselves chasing ever more elusive impact that never fully materialises.