The lack of challenge in children’s reading means teenagers are opting for easier reads intended for primary school age kids, according to a new study.
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It is only up until the age of 10 that school children show a knack for reading, with year 3 pupils (aged 7 and 8) reading books with an average reading age of 8.8, almost a year above their actual age.
In contrast, 16-year-olds not only read less, but choose to delve into books that are written for eight, nine and ten-year-olds, with Year 9 students (aged 13 and 14) opting for books with an average reading age of just 10, up to four years below their actual age.
Despite this, the fifth annual ‘What Kids Are Reading’ report, published by Renaissance Learning, shows that when young people do read challenging books, they tend to enjoy them more and understand them better.
When comparing the most popular (as voted for by students) and most read titles across Years 1 to 7, the books in the most popular list are generally of a greater level of difficultly than those most read.
The report’s author, Professor Keith Topping, said: “From the start of secondary school, all young people, including both high ability and struggling readers, tend to read books that do not challenge them enough which no doubt partly explains why children’s reading ability tends to continue to lag behind their chronological age in certain years.
“However, the report shows evidence that teachers are becoming more proactive when it comes to helping students choose books of an appropriate level of difficultly for them, a very positive step, but there is still more work to be done.”
The research looked into the reading habits of over 300,000 students in more than 1,600 UK schools and found that when it comes to reading it is not just age that is a worry, as gender also plays a part, with girls outperforming boys in reading and choosing higher difficulty reads, although by a smaller margin than in previous years.
Boys reading needs at secondary level also differs as males are particularly likely to read books, both fiction and non-fiction, that are too easy for them, and also need their reading habits closely monitored than that of girls. The overall preference for non-fiction books by boys continues.
Non-fiction books at secondary level are dominated by male themes and are being read with less accuracy and comprehension – at primary level, the non-fiction books read are of equal difficulty to fiction books; however, for secondary aged students the non-fiction books being read become much less difficult in comparison to the actual age of the children.
Dirk Foch, Managing Director of educational software company Renaissance Learning, said: “Choosing suitably challenging books is important because there is a clear link between reading and comprehending more challenging books and greater academic achievement.
“Challenging books promote reading for pleasure, help improve standards and lead to better overall academic achievement and social mobility.
“It appears that beyond a certain age, young people may not be being encouraged to read at the appropriate level of difficulty for their age – perhaps because it is assumed they can already read, and their literacy no longer needs development.
“When teachers and librarians guide students towards books of an appropriate level of difficulty children comprehend them better. Perhaps because children enjoy the books more, they are reading and comprehending them with a greater degree of accuracy.”
The report found that children’s books with a fantasy or adventure theme were most popular, as were book series and on-screen adaptations of books, something that has already proved successful with the like of Harry Potter and the Twilight Saga.
Barbara Band, Vice President of the Chartered Institute of Library and Information Professionals (CILIP), said: "This report shows the positive impact that guiding children to the right reading can have on encouraging reading for pleasure and developing essential literacy skills.
“Knowledgeable and expert library staff play an important role helping children discover books that will challenge and excite them. A good library should be at the heart of every secondary school; teaching research skills, supporting learning across the curriculum and helping young people develop a lifelong love of reading.”
For more information visit www.whatkidsarereading.co.uk
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