Overcoming Barriers to Reading for Pleasure

World Book Day, working together with The Open University's Reading for Pleasure team, have developed a series of webinars and vlogs to encourage reflective discussion around the barriers to reading for pleasure as readers and practitioners in school.

Overcoming Barriers to Reading for Pleasure

Overcoming Barriers to Reading for Pleasure

The Series:

This series of webinars and vlogs is a series of reflective conversations around the barriers that children have identified, with librarians, teachers and reading volunteers reflecting on their own experience of that barrier and how it can be addressed in a school setting. 

Introductory webinar: outlining the research and barriers.

Episode 1: Readers don’t always see genuine role models

Episode 2: Readers don’t always feel confident sharing their thoughts about books – out on 29 April

Episode 3: Readers don’t always want to read the same thing – out on 13 May

Episode 4: Readers don’t always find it easy to concentrate and get distracted – out on 3 June.

The series culminates on 12 June with a final reflective webinar pulling together the threads of the discussions and hearing your reflections too.

Add your barrier beating ideas to our Activity Bank

Further reading

Brandt, L., Sharp, A. and Gardner, D,(2021) ‘Examination of Teacher Practices on Student Motivation for ReadingThe Reading Teacher, Vol 74.6 Pg 657-838

Cremin, T. (2023) ‘Reading for pleasure: Recent research insights’, School Libraries in View (SLIV), Vol 47 pg 6–12.

Cremin, T, Mottram, M., Collins, F. and Powell, S. (2014) ‘Building Communities of Engaged Readers: Reading for pleasure’, London: Routledge.

Cockroft, C. and Atkinson, C. (2017) ‘I just find it boring’: Findings from an affective adolescent reading intervention’ Support for Learning (SfL), Vol 32.1, pg 41-59

Fisher, D. and Frey, N. (2018) ‘Raise Reading Volume Through Access, Choice, Discussion, and Book Talks’ The Reading Teacher, Vol 72.1, pg 89-97

Hall, L.A. (2012). ‘Rewriting identities: Creating spaces for students and teachers to challenge the norms of what it means to be a reader in school’. Journal of Adolescent and Adult Literacy, Vol 55, pg 368-373.

McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K. (2020) ‘Understanding reading motivation across different text types: qualitative insights from children’ Journal of Research in Reading, Vol 43.4, pg 597-608

McGeown, S., Norgate, R., & Warhurst, A. (2012). ‘Exploring intrinsic and extrinsic reading motivation among very good and very poor readers’. Educational Research, Vol 54.3, pg 309-322.

Pennac, D (2006), ‘The Rights of the Reader’,  London: Walker

Reedy and Carvalho (2021) ‘Children’s perspectives on reading, agency and their environment: what can we learn about reading for pleasure from an East London primary school?’, International Journal of Primary, Elementary and Early Years Education, Vol 49.2

Scholes, L. (2019) ‘Differences in attitudes towards reading and other school-related activities among boys and girls’ Journal of Research in Reading, Vol 42.3, pg 485-503