Reading Trends 2026 research: Is the focus on 'literacy' undermining Reading for Pleasure?

Children's reading for pleasure matters - but while parents and schools both recognise this, research from publishers HarperCollins and Farshore points to a 'critical paradox' in which the focus on literacy skills in schools and homes is actively undermining children's love of reading, and this is feeding into a sharp fall in reading for pleasure among UK children.

However, the research also shares some positive news, including a rise in reading engagement among older children, and that parents are hungry for guidance. 

Children who read for pleasure develop richer vocabulary, build empathy and have better wellbeing, whatever a child's background; the OECD identifies reading for pleasure as a strong indicator of how well a child will do in their future life.

However, in the UK, research shows that children's reading for pleasure is in 'freefall'. There has been a sharp decline in children reading for pleasure daily, falling from 39% in 2012 to just 25% in 2025 among 5-17-year-olds, while the proportion who rarely or never read has tripled from 5% to 15%.

The Reading Trends 2026 report - an annual research paper by publishers HarperCollins and Farshore - gives an insight into the latest trends in children's reading for pleasure - and what we can do to improve the picture.  The report draws from research by NielsenIQ and its own 2026 research 'Reading Connections: Learning to Read vs. Choosing to Read', in collaboration with The Reading Agency, to compile this report.

'Literacy' versus enjoyment

This year's research highlights the need to give as much focus to reading for enjoyment as is being given to literacy, especially in homes: "Parents do not understand that advancing their child's literacy requires a different approach from nurturing their child's reading for pleasure". A parental focus on literacy - decoding and comprehension - comes at the expense of reading for pleasure - voluntary reading that bring personal enjoyment.

"Literacy can be taught and assessed, unlike reading for pleasure, which must be encouraged, modelled and protected from pressure," the report states. "When families and schools emphasise literacy instruction, assessment and homework, reading becomes synonymous with work. Children experience it as pressure. And pressure kills pleasure.

"Learning to read is of the utmost importance. But so is ensuring children experience excitement in reading and feel it is relevant and 'for them'."

Reading routines can enhance reading for pleasure

Finding time in the day to regularly enjoy reading - whether through class storytime or sharing stories at home - can change children's perception of reading as a task, says the report. It found that when families and schools consistently provide enjoyable, pressure-free reading experiences, children find pleasure in reading.

Daily storytime in school can form a cornerstone of creating a love of reading, the report suggests. Farshore's earlier Storytime in School research shows children become "excited and motivated to read" when they are read to daily in class.

In the home, reading aloud to children daily throughout childhood (or as near to daily as is feasible) is hugely important to developing a reading-for-pleasure habit, providing a springboard for children's independent reading. The report also suggests reading aloud to children should continue once they can read independently, too, to keep them "connected to books".

With distractions from technology and the focus on 'literacy', the report adds that a "reading routine" will "help them embed a positive attitude to reading and maintain a personal reading-for-pleasure habit".

Signs of change among teenagers

The report suggests there are some signs of recovery among older readers.  In 2025, both daily and weekly reading increased year-on-year among boys and girls aged 11-17, and among the hardest-to-reach group – 14-17-year-old boys - those who never read fell from 36% to 30%.

Download the full report