{"id":2786,"date":"2023-06-29T16:19:58","date_gmt":"2023-06-29T16:19:58","guid":{"rendered":"https:\/\/literacyengine.co.uk\/?p=2786"},"modified":"2024-08-09T09:16:19","modified_gmt":"2024-08-09T08:16:19","slug":"do-we-really-mean-reading-for-pleasure-and-is-it-really-effective","status":"publish","type":"post","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/29\/do-we-really-mean-reading-for-pleasure-and-is-it-really-effective\/","title":{"rendered":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective?"},"content":{"rendered":"\t\t
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Do we really mean \u201cReading for Pleasure\u201d and is it really effective?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This article<\/b><\/a> emerged in our Twitter feed this week with the catchy headline \u201cReading for pleasure in childhood boosts brain health in teenage years\u201d.  These articles surface every so often usually accompanied by calls to get students \u201cReading for Pleasure\u201d as much as possible which highlights one of the most commonly misinterpreted ideas in education: \u201cReading for Pleasure\u201d.  It adds to numerous other articles that all seem to be saying that \u201cReading for Pleasure\u201d is something we should be promoting.  (<\/span>This from OECD for example<\/b><\/a>)  Our own blog features a couple of posts on the topic too (<\/span>here<\/b><\/a> and <\/span>here<\/b><\/a>) so go check them out when you are done here.<\/span><\/p>\n

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The reported impact of \u201cReading for Pleasure\u201d is one of the single most misrepresented figures in education today.  It relates to children who <\/span>choose <\/span><\/i>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\u2019t relate to those that are skimming through quick reads so they can \u201ccomplete\u201d a set number of books for a competition.<\/span><\/p>\n

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The sooner we separate \u201cReading for Pleasure\u201d from \u201cIndependent Reading Practice\u201d 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!<\/span><\/p>\n

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What is \u201cReading for Pleasure\u201d?<\/b><\/u><\/p>\n

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\u201cReading for Pleasure\u201d revolves around personal enjoyment and the inherent pleasure of reading itself. It is a <\/span>voluntary <\/span><\/i>and <\/span>self-directed<\/span><\/i> activity driven by individual interests, preferences, and curiosity. \u201cReading for Pleasure\u201d 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.<\/span><\/p>\n

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Unlike independent reading practice, \u201cReading for Pleasure\u201d 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.<\/span><\/p>\n

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\u201cReading for Pleasure\u201d 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.<\/span><\/p>\n

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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\u2019t find something pleasurable and I am powerless to influence their views on it doesn\u2019t mean it is not still immensely important.  I can\u2019t just stop washing dishes after a meal because I don\u2019t find it pleasurable for example.<\/span><\/p>\n

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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.<\/span><\/p>\n

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So without that active choice, emotional investment, and motivational commitment that goes with \u201cReading for Pleasure\u201d we aren\u2019t really talking about \u201cReading for Pleasure\u201d at all.  If we accept that we are not talking about \u201cReading for Pleasure\u201d 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.<\/span><\/i><\/p>\n

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Do we really mean \u201cReading for Pleasure or do we mean \u201cIndependent Reading Practice\u201d?<\/b><\/u><\/p>\n

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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.<\/span><\/p>\n

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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.<\/span><\/p>\n

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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.<\/span><\/p>\n

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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 \u201cReading for Pleasure\u201d 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.<\/span><\/p>\n

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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.<\/b><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Do we really mean \u201cReading for Pleasure\u201d and is it really effective? 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we really mean \u201cReading for Pleasure\u201d and is it really effective? This article emerged in our Twitter feed this […]","jetpack-related-posts":[{"id":2757,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/16\/the-difference-between-literacy-and-disciplinary-literacy\/","url_meta":{"origin":2786,"position":0},"title":"The difference between \u201cLiteracy\u201d and \u201cDisciplinary Literacy\u201d","author":"theliteracyengine","date":"June 16, 2023","format":false,"excerpt":"The difference between \u201cLiteracy\u201d and \u201cDisciplinary Literacy\u201d \u201cDisciplinary Literacy\u201d has risen to prominence in recent years with approaches differing wildly between schools.\u00a0 The EEF report on improving literacy in secondary schools cites it as being a key factor in successful literacy development.\u00a0 There is vast variance in what \u201cdisciplinary literacy\u201d\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"The difference between Literacy and Disciplinary Literacy","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2800,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/07\/09\/what-if-we-assume-students-dont-read-at-home\/","url_meta":{"origin":2786,"position":1},"title":"What if we assume students don’t read at home?","author":"theliteracyengine","date":"July 9, 2023","format":false,"excerpt":"What if we assume students don't read at home? We\u2019ve blogged previously about the myth of \u201cReading for Pleasure\u201d and how some of the interventions we try in order to make students read in their free time are more style than substance. If we accept that it is going to\u2026","rel":"","context":"With 1 comment","block_context":{"text":"With 1 comment","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/07\/09\/what-if-we-assume-students-dont-read-at-home\/#comments"},"img":{"alt_text":"What if we assume students don't read at home?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2723,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/03\/is-it-time-to-drop-drop-everything-and-read\/","url_meta":{"origin":2786,"position":2},"title":"Is it time to drop “Drop Everything And Read”?","author":"theliteracyengine","date":"June 3, 2023","format":false,"excerpt":"Is it time to drop \"Drop Everything And Read\"? There have been many studies and reports about the effects of reading for pleasure on the learning of young people.\u00a0 For example this summary of OECD findings and the UCL\u2019s work on the impact of reading are highly regarded and unanimously\u2026","rel":"","context":"In \"DEAR\"","block_context":{"text":"DEAR","link":"https:\/\/literacyengine.co.uk\/index.php\/tag\/dear\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2745,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/09\/time-to-put-reading-back-to-the-top-of-the-class\/","url_meta":{"origin":2786,"position":3},"title":"Time to put reading back to the top of the class","author":"theliteracyengine","date":"June 9, 2023","format":false,"excerpt":"The bottom line is that we can\u2019t strip all opportunities to read from lessons and then complain that students don\u2019t read. We need to reclaim reading as the most prominent method for students to encounter new information. This can of course be coupled with careful explanation and deliberate modelling, but\u2026","rel":"","context":"In \"DEAR\"","block_context":{"text":"DEAR","link":"https:\/\/literacyengine.co.uk\/index.php\/tag\/dear\/"},"img":{"alt_text":"Time to put reading back to the top of the class","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":4832,"url":"https:\/\/literacyengine.co.uk\/index.php\/2024\/04\/10\/knowledge-rich-oracy-for-learning-and-life\/","url_meta":{"origin":2786,"position":4},"title":"Knowledge Rich Oracy for Learning and Life","author":"theliteracyengine","date":"April 10, 2024","format":false,"excerpt":"Since Sir Kier Starmer mentioned \u201coracy\u201d as an educational priority for a new Labour government in July 2023, it has grown in the education world\u2019s consciousness to the point where lots of schools are now scrambling to incorporate it in anticipation of the changes. \u201cIt\u2019s not just a skill for\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":3956,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/09\/15\/reading-practice-can-we-just-do-it\/","url_meta":{"origin":2786,"position":5},"title":"Reading Practice: Can we \u201cJust Do It\u201d?","author":"theliteracyengine","date":"September 15, 2023","format":false,"excerpt":"At the ResearchEd National conference on 9th September this year I had the privilege of attending a talk by Rob Coe on Instructional Coaching and how it requires deliberate thought, planning, structure and expertise before any deliberate practice can be successful. Does this also apply to Reading Practice?","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Reading Practice: Can we \u201cJust Do It\u201d?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/2786","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/comments?post=2786"}],"version-history":[{"count":8,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/2786\/revisions"}],"predecessor-version":[{"id":6106,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/2786\/revisions\/6106"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/media\/2788"}],"wp:attachment":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/media?parent=2786"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/categories?post=2786"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/tags?post=2786"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}