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ERIC Number: ED627073
Record Type: Non-Journal
Publication Date: 2022-Sep
Pages: 37
Abstractor: ERIC
Children and Young People's Reading Engagement in 2022: Continuing Insight into the Impact of the COVID-19 Pandemic on Reading. National Literacy Trust Research Report
Cole, Aimee; Brown, Ariadne; Clark, Christina; Picton, Irene
National Literacy Trust
The National Literacy Trust has been annually surveying children and young people about their reading enjoyment, attitudes and practices since 2005. More recently, the annual survey has also allowed researchers to explore children and young people's reading engagement before, during and after educational disruption relating to the COVID-19 pandemic. Notably, having reached a 15-year low just before the first lockdown in spring 2020, the percentage of children and young people who said they enjoyed reading increased to its second highest point since they started asking this question during the lockdown. Children's comments suggested that simply having extra time to read had (re)engaged many of them with reading for pleasure. However this report shows that any gains made in terms of children and young people's reading engagement during the early part of the pandemic had completely eroded by early 2022. Indeed, fewer children and young people enjoyed reading and read in their free time in 2022 compared with the previous two years, and many of the years before. This is particularly the case for children and young people from disadvantaged backgrounds, and, within this group, for boys. The study builds on previous findings and highlights findings from the annual literacy survey, which was conducted between January and the end of March 2022. 70,403 children and young people aged 5 to 18 from 327 schools in England, Scotland and Wales participated in this online survey.
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Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Literacy Trust (United Kingdom)
Identifiers - Location: United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales)
Grant or Contract Numbers: N/A