Reading For Pleasure

Reading for pleasure

‘The concept of ‘reading for pleasure’ is associated with ‘reading enjoyment’ and is variously described as recreational reading’ (Ross et al, 2006).

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Reading is well known for developing literary skills subconsciously for the children involved. But when children are reading for pleasure and when children are reading because they want too it creates a healthy relationship with literacy as a subject as well as education as a whole. Practicing anything increases your ability and the idea of children practicing their reading in a way that they enjoy, through reading a book they like is really positive. In a fun way children are developing their literacy and reading skills, whilst also their creativity as reading stories will enhance and use their imagination. All of these skills are needed throughout the curriculum and reading therefore begins to holistically enhance the child's academic abilities.

A good, healthy relationship with literacy and education as a whole is important in primary schools. This is especially important for children who may have a possible already strained relationship with education and schooling. Maybe because parents don’t see it as important or necessary. If books aren’t supplied to children at home, sometimes having books at school is their only option to be able to read. This is why children at school being allowed to have free reading time is vital for some, if not all of the children. Free reading time for the pupils will begin to enhance the positivity toward reading and hopefully can provoke the idea of reading for pleasure and finally creating that healthy relationship between the two. 

It has been proven that children who read for pleasure are giving themselves an advantage in their studies versus children who aren’t reading for fun. The average reading score for children who read for pleasure almost every day in 1996 was significantly higher than the reading score of those who never or hardly ever read (213 to 199), even the score of those who only read 1 or two times a month was greater than those who didn’t, (206 to 199) (US Department of Education). This shows that the enjoyment of something can play a part in your academic abilities. Children who enjoy reading and find it fun are putting themselves at an advantage academically over those who aren’t reading outside of the classroom. 

Technology now is making it even easier to read for pleasure. Making it accessible and easy everywhere and any time. Reading for pleasure has ‘not only diversified, but has become more multi-faceted,’ (Kucirkova, 2015). In 2018 nearly all children own or have contact to iPads and technological devices. For children these are often a lot more attractive and interesting than a ‘boring’ book. This is why it is so important for this technology to be sometimes centred around reading with digital apps and digital reading games to be easily accessed. These apps can also offer the idea of interactive sound effects and animations (Aguilera, 2016), creating these apps fun and sometimes rewarding through links to games within the apps reading for the children becomes fun. As well as this children can become part of ‘storyworlds on smartphones, tablets, wii’s’ (Kucirkova, 2015) and many more technological devices. These again enhance the reading experience for the children making it perhaps more enjoyable than a regular book. Digital reading often has the option for the story or book to be read aloud, this, once again can enhance the experience especially for children who struggle with reading. In a classroom the teacher is spread thin throughout the class and can not always offer support for the children, the option to read along with a book whilst it is being read to the child is extremely valuable in the fact that it can allow practice and create a more pleasurable reading experience if they are on their own, once again developing that healthy relationship that is so vital to encourage reading for pleasure. 

Children who read for pleasure during their school time are putting themselves at a complete advantage over children who don't read outside the classroom. 

References 

Aguilera, E. Kachorsky, D. Serafini, F. (2016). Picture Books in the Digital Age. Wiley Blackwell.

Kucirkova, N. (2015). Young children’s reading for pleasure with digital books: six key facets of engagement. Taylore&Francis: Online. Cambridge Journal of Education. 

Ross. McKechnie. Rotblauer. (2006).

US Department of Education. (2000) Average Reading Proficiency of Students Who Read for Fun: 1984-96. US Department of Education.