Debbie Thomas is a Lecturer in Reading for Pleasure (RfP) at the Open University. As one of only two Lecturers in Reading for Pleasure in the UK, her work is focused on developing and promoting research-informed pedagogy and practice in schools across the country. Debbie has over 20 years’ experience as a teacher and consultant, supporting a wide range of schools and settings with all aspects of teaching, leading and inspecting English and assessment. Debbie has worked with national partners, such as the DfE English Hub programme and as a National Professional Qualification facilitator, as well as with multiple regional partners. She is also the proud co-founder of the Spark! School Book Awards.

In this blog – one of a series exploring the key findings of the latest RfP research – Debbie reflects on the vital role that teachers’ own knowledge of children’s literature plays in supporting young people to choose to read for their own purposes and pleasure.

 Reading for pleasure vs reading proficiency

A significant body of research now tells us that Reading for Pleasure is one of the single most important factors in educational success for our children (OECD, 2002). However, despite this well-established correlation, levels of reading enjoyment, frequency and motivation amongst children and young people are at their lowest levels since records began (NLT, Children and Young People’s Reading, 2025). With a DfE-backed National Year of Reading dedicated to reversing this decline scheduled for 2026, how can schools embed an effective Reading for Pleasure culture, particularly when our educational system demands accountability and has prioritised reading proficiency?

Supporting young people’s will to read takes time and commitment. However, basing our plans on the latest research into Reading for Pleasure will ensure that our investment delivers the impact that we are looking for – and that our pupils deserve. The seminal study on Reading for Pleasure in the UK was conducted in 2014, through the Teachers as Readers research by Teresa Cremin et. al. This study concluded that to develop children’s RfP effectively, teachers need to develop:

• Considerable knowledge of children’s literature and other texts
• Knowledge of children as readers
• A Reading for Pleasure pedagogy:
  • social reading environments
  • reading aloud
  • informal book talk, inside-text talk and recommendations
  • independent reading time
• As Reading Teachers – teachers who read and readers who teach
• Reciprocal and interactive reading communities

(Cremin et al., 2014)

Ongoing research, including the new Reading and Writing for Pleasure Framework for Practice, continues to support these findings.

Taking the first steps on the Reading for Pleasure journey

The Teachers as Readers research highlighted that, too often, teachers’ knowledge of children’s literature is limited to a few well-known authors or those authors that we encountered at school or with our own families. However, if we are to support the many different reading needs and interests of pupils in our classrooms today, our book knowledge needs to encompass a wide range and diversity of texts. Developing our knowledge of children’s literature is therefore a critical first step in our journey to embed a culture of Reading for Pleasure in our schools and classrooms.

Help is at hand…

Widening our own book knowledge can seem like an insurmountable task, but the good news is that the opportunities for the teaching profession to engage with children’s literature are greater than I have ever known. Authors have never been more accessible – through author visits, literature festivals, or even engaging directly with teachers and their classes on social media. Book Awards celebrate the best in children’s publishing each year. With awards to cover every genre – from poetry to non-fiction – their shortlists are a useful source of recommendation for schools and individuals looking to discover the latest titles. There are also numerous websites and blogs that provide book reviews and booklists to help us identify the titles that are most likely to be of interest from the thousands of new titles published every year.

Essential professional knowledge

This year, why not set yourself a personal reading challenge? Or work with colleagues to develop your collective book knowledge – it can certainly help to have the support of others, as Cheadle Catholic Infant School found in this award-winning Example of Practice.

We all know that time is our most precious resource, so the key is to use small, manageable steps. Reading a picture book only takes five minutes but, if you can dedicate just five minutes every week, your repertoire of children’s books will grow, and your pupils will soon experience the significant benefits as you develop the confidence to recommend titles that match their reading interests. Professor Teresa Cremin is often heard saying ‘you wouldn’t teach maths without a knowledge of numbers’ – books are your essential knowledge for Reading for Pleasure and a vital first step in helping you nurture a love of reading in your pupils.

Further opportunities

Interested in learning more about the latest RfP research?

• Sign up for the OU Reading for Pleasure conference on 18^th October 2025 for a day of engaging talks and evidence-based workshops led by expert practitioners.
• Explore the Examples of Practice from schools across the country to get tips and ideas on how to develop your knowledge of children’s books.
• Share this free PowerPoint presentation about why Reading for Pleasure matters and how to make it part of everyday school life with colleagues to kickstart your Reading for Pleasure journey.
• There is still time to sign up to one of over 100 OU/UKLA Teachers’ Reading Groups around the country to join a supportive professional community where members can develop their knowledge of high-quality children’s literature, reflect on their own reading experiences and develop their practice as a Reading Teacher.
• The Reading Teachers: Nurturing Reading for Pleasure book combines the latest academic insights with practical case studies.