National Year of Reading Archives - ��Vlog

Teachers that inspire reading for pleasure around the world

Benedict Heaton — Wed, 01 Jul 2026 10:57:43 +0000

During the , we have been exploring how we can support teachers and parents help young people to ‘go all in’ on reading.

Our commitment goes far beyond the UK. We work closely with schools, governments, and communities around the world to raise reading attainment and foster a lifelong love of reading.

We spoke to members of our global teaching community and asked them how they have encouraged and inspired their pupils to read more.

Chris Baker

Year 1 teacher, UK

“For me, the best way to inspire children to read begins with enthusiasm. When my Year 1 class sense that I am REALLY excited for our day’s story, they can’t help but be swept along in anticipation. I make sure to take a few moments to explain why I have chosen that particular day’s book. Usually I will say things like “I just couldn’t wait to share this with you all” or “I have a feeling you will absolutely love this one because…” Sometimes, I simply tell them that the story really impressed me – this sends an important message to them all; I am a reader too, and I choose to read outside of school.

“While I enjoy the actual reading of the story and the moments when we pore over the illustrations, noticing crucial details, I equally love the discussion we have after the story. Typically, I will say “Over to you! What are you thinking?” and, over time, the children have become confident to share their responses: “I loved it!”, “It made me laugh!”, “I thought it was a bit weird”… Often, it’s these discussions that help build connections that sustain their motivation to read more.”

Rupali Sachdev

India

“I realized that the conventional ways of encouraging reading—readers’ clubs, book discussions, sharing summaries—were not working for my students. So I did the reverse. I started a Writers’ club where the focus was on creating, and reading became a natural outcome of that process.

“One of the most effective strategies was using short, powerful extracts from texts like Helen Keller’s The Story of my Life and The Diary of a Young Girl by Anne Frank, followed by creative prompts such as imagining “three days to hear, taste, or smell” or a diary of a revolutionary in hiding. The extracts sparked curiosity, and the writing created a personal connection, often leading students to seek out the original text.

“I also shared anecdotes from books like Letters from a Father to His Daughter, Bahuroopi Gandhi and Poisoned Bread and these fragments stayed with them, quietly nudging them towards reading the entire book.

“Another engaging activity was pairing students with different characters and asking them to create dialogues. To do this meaningfully, they had to explore the characters further, and in the process, discovered new books through each other.”

Mariam Sajid

Senior Manager Academics, Foundation Public School, Karachi, Pakistan

“One of the best ways we’ve found to get young readers excited is by starting a daily “Reading for Joy” or “Read and Greet” routine in the classroom.

“Each day begins with about 10 minutes when students can pick any book they like—whether it’s a story, a picture book, some informational text, or even poetry. Giving them this choice has really boosted their enthusiasm and made them feel more connected to reading.

“To help those who might be a bit hesitant, we mix in lively read-aloud sessions as part of our “Readathon” programme, along with guided reading groups and phonics strategies. After these sessions, we chat briefly about the books, allowing students to share their thoughts and feelings, which helps them relate to the text on a personal level.

“We also encourage students to recommend books to each other and set up quick classroom reading challenges. This really builds a sense of community around reading.

“Over time, we’ve noticed some real improvements in how our students engage with reading.”

Ms Suen Suzanne Tse Shan

Head of English Language Education KLA & Head of Innovation Learning Committee, Buddhist Sum Heung Lam Memorial College, Hong Kong

“In Hong Kong’s shifting linguistic landscape, we have revitalized literacy through our English Morning Reading Scheme (EMR). Recognizing that consistency is key to motivation, we implemented a weekly 15-minute collaborative session where all teachers and students read together.

“To cater to diverse learners, my team produces six levels of bespoke, “bite-sized” digital texts every week, specifically designed to mirror Hong Kong Diploma of Secondary Education exam question types. This ensures students build a reading habit while developing essential examination skills. This is paired with a peer-reviewable “class dictionary”: a digital spreadsheet for sharing new vocabulary. Since 2022, this whole-school routine has transformed our environment; average reading participation skyrocketed from just 17% to over 59% across both junior and senior forms. This nearly fourfold increase proves that when teachers act as collective motivators, we can successfully replace academic intimidation with confidence and curiosity.”

Elton van Wyk

Acting Departmental Head, Northpine Primary School, South Africa

“I have found that when you create learning material about topics that the learners can relate to and have some knowledge about, then they tend to enjoy the reading process much more. Hence, it is imperative for me that I make use of stories that incorporate known public figures that the learners admire or trends that appear on social media so that learners remain interested. As a result, I have noticed that learners are more eager to participate in class discussions and share their own views and opinions.

“When supporting reluctant and confident readers, it is essential to create a positive and low-pressure environment. Learners are encouraged to read interest driven stories and books of their choice. I also tell learners that reading online with the aid of their cell phone or computer is also included as reading time if it is informative and helps them grow as an individual. The learners are encouraged to read magazines and identify language structures in the text.

“In 2024, Northpine Primary School was very proud to receive a mobile trolley library from AVBOB as part of their Road to Literacy Campaign in partnership with ��Vlog Southern Africa. We make a conscious effort to incorporate it into our day when we have Character Days or World Book Days. In other instances, learners have also read over the intercom to the school. We have also given the senior learners the opportunity to read to the junior learners and I am pleased to say that they enjoyed it thoroughly!”

Bancy Malandi

Consultant educator, Kenya

“Learning to read is like lighting a fire. Such pivotal moments are when you watch a child discover the joy of reading. In my classroom, enthusiasm for books grows when reading feels meaningful, achievable, and shared.

“In Kenya, literacy outcomes are improving. However, many learners still struggle to read confidently at grade level. This reality shapes my practice and reminds me there is no single approach that works for every child. For beginner readers, systematic phonics provide a strong foundation, reinforced by labelled classroom spaces which help learners recognize words naturally throughout the day.

“As confidence grows, I introduce simple storybooks and model expressive reading, focusing on tone, pace, and emotion. Learners practice in pairs or small groups, predicting stories through picture walks and sharing their thinking aloud. These routines build comprehension while giving every learner a voice. Reluctant readers are supported through paired reading and stories drawn from their own experiences, helping them feel seen and understood.

“Reading is also extended beyond the classroom. Short reading tasks at home create routine and resilience, while digital tools such as audio stories and school laptops sustain motivation and strengthen listening skills.”

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How do we keep children reading, once they’ve learned how to read?

Benedict Heaton — Tue, 30 Jun 2026 08:15:21 +0000

Caroline Derby, Head of Reading & Languages in our Education division, explores the often overlooked challenge: how do we keep children reading, once they’ve learned how to read?

Teaching young children can sometimes feel like working through a checklist of milestones. But as any parent or teacher can tell you, reaching these milestones is only the beginning.

Developing lifelong readers requires more than mastering the mechanics of decoding words on a page. Comprehension, fluency, and background knowledge are all areas which need to be nurtured over time. Equally important are the less tangible elements of reading development, including confidence, motivation, and a sense of identity as a reader. These factors continue to evolve throughout childhood and beyond.

Teachers frequently highlight the transition from as a particularly challenging stage. At this point, children are expected to move beyond basic skills and begin engaging with texts more independently and meaningfully. Without the right support, some children can lose confidence or disengage from reading altogether. Sustained support during this phase is crucial in helping children build both the skills and the enthusiasm needed to continue their reading journey.

Programmes such as�� are designed to support this transition, combining structured progression with engaging texts that help children move from learning to read towards reading with confidence and independence.

The ‘Goldilocks’ effect’

A key principle underpinning��Readerful is what might be described as the ‘Goldilocks effect’: ensuring that reading material is pitched at just the right level of challenge—not too easy, and not too difficult.

While levelled books are not the only type of reading children should experience, . Books that are too challenging can quickly discourage children, particularly in a world full of competing distractions. On the other hand, texts that offer a manageable stretch can foster a sense of achievement and motivate further reading.

Equally central to developing readers is the idea of identity and belonging. Children need to see themselves reflected in the books they read, as well as having the opportunity to encounter lives and experiences different from their own. We developed��Readerful in response to , working with specialists to ensure that characters and experiences are portrayed authentically and respectfully.

Reading together

Modelling fluent reading is a key part of helping children developing fluency for themselves, and for creating moments of connection, turning reading into a shared experience that children associate with warmth, interest, and enjoyment. One distinctive feature of��Readerful is the , which are made to bring children and adults together. They are full of fun and humour, easy to pick up and enjoy, but still have plenty to talk about and discuss together.

Above all, reading should never feel like a chore. Children are naturally curious and often delight in humour, imagination, and discovery. A broad range of topics and genres helps ensure there is something to capture every interest.

Supporting children to discover what to read next is equally important to encourage ongoing reading. Thoughtful signposting, linked by topic or genre, can help children build their own reading pathways based on their developing interests, giving them a sense of ownership over their reading journey. In tune with the , we help children find what they are passionate about and use reading as a way to deepen and enrich their experience.

Keeping up the momentum

To ensure that reading momentum continues beyond the National Year of Reading, we need to embed reading for pleasure into everyday life: making it a sustained cultural priority in schools, homes, and communities, rather than a time-limited initiative.

Approaches that combine strong foundations in reading with opportunities for choices and enjoyment, such as��Readerful, can help children develop not just the skills to read, but also the confidence and curiosity to choose reading independently. In the long term, we hope it helps children to see themselves as readers with their own interests and identities, who return to reading because it enriches their lives.��

You can find out more about Readerful .

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Emphasizing our expertise and community at London Book Fair 2026

Benedict Heaton — Tue, 17 Mar 2026 13:55:03 +0000

Last week, we attended the London Book Fair to celebrate the vital role that publishing plays in our society, emphasize our support for authors, and come together with fellow publishers to mark the National Year of Reading.

London Book Fair is an international trade fair that brings together the publishing community in one place, providing the opportunity for us to connect with contributors and partners, share our insights as a leading voice in the industry, and celebrate the power of publishing.

During the three days of the fair, colleagues from across OUP met with customers and partners from around the world, exploring new opportunities and strengthening relationships during wide-ranging discussions.

Standing with authors and fellow publishers

We are proud to support the , which launched on the opening day of the fair.

Nearly 10,000 authors added their names to a book titled Don’t Steal This Book, protesting against mass copyright infringement by tech companies to train AI models. 1,000 copies of the book were published and appeared across publisher stands throughout the fair to raise awareness and visibility.

The initiative delivers a clear message: the UK government must not legalize book theft to benefit AI companies.

We stand with the publishing community in urging the government to reconsider their position of copyright exception. We need to harness the power of AI in a way that supports and sustains the researchers and educators whose work we publish and disseminate—something that can be achieved effectively and fairly through negotiated licensing arrangements.

Moving knowledge and learning forward with our communities

Across the three days of the fair, our exhibition stand was a hive of activity and showcased the breadth and depth of our publishing across academic, research, education, English language teaching, and assessment. Colleagues across OUP—from Sales, Marketing, Rights, Translation, and Editorial teams—hosted hundreds of meetings with contributors and potential partners, many of whom had travelled from abroad to experience the fair.

Jurgen Verhaegen, Director – Core Markets in our English Language Teaching division, shared his takeaway from the fair:

“It was great to reconnect with several of our key existing partners, strengthening our ongoing collaborations and aligning on priorities for the coming year. The level of interest and the quality of conversations were encouraging.”

We presented a selection of exciting new ��Vlog Children’s titles to a room of independent booksellers, including a range of picture books and two exciting new fiction titles: Gordon Saves the Day by Alex Latimer and The Diary of Wiska Wildflower: The Crystal Cave by Harriet Muncaster. We also unveiled the first books in our new , publishing in May and inspired by the Sky Kids TV show.

Eleonora Cavalli, Key Account Manager in our Education division, reflected on the presentation: “It is always quite energizing to be in a room full of booksellers ready to champion reading and excited to know what is publishing next!”

Celebrating the National Year of Reading

London Book Fair was also a major opportunity to come together with the publishing community to discuss and celebrate the in the UK.

Donna David, author of , joined a panel discussion on the Main Stage on Championing books locally: The role of libraries and bookshops in the National Year of Reading. The panel explored how libraries and bookshops help to inspire a lifelong love of reading among children within local communities. At a time when screens and digital distractions increasingly compete for attention, the panel emphasized the importance of reading for pleasure in building empathy, confidence, language skills, and imagination.

Grace Carruthers, Senior News and PR Manager, joined booksellers, publishers, and reading-focused organizations and charities for a celebratory reception, marking a key moment in the National Year of Reading. It was a great opportunity to connect with partners and reaffirm our shared commitment to encouraging reading across all communities.

“It was amazing to hear the organizers reflect on everything that the National Year of Reading has already achieved in just three months and get a glimpse of the exciting milestones that are yet to come.��

As a proud partner of the campaign, OUP has some fantastic plans lined up to champion the power of reading throughout the year. I left the reception feeling more inspired than ever to shine a light on all the wonderful work we already do in this area and keep amplifying why reading matters so much!”

Joining key discussions and sharing our expertise

John Campbell, Product Strategy Director in our Academic division, joined a session at the Academic Conference confronting the core challenge facing scholarly communication: how to successfully transition to new models in an environment of shrinking library budgets, shifting institutional priorities, and technological change.

John shared some of the key trends and opportunities we’re seeing and responding to as AI impacts content delivery channels and traditional business models, as well as how changing researcher discovery and consumption habits are shaping our strategies.

“It was great to be back at London Book Fair representing OUP for a second year at the Academic & Professional Conference discussing fast-moving change in our industry. The conversation focused on the need for dynamic solutions that meet user need wherever research is happening with scholarly publishing values at the forefront; how we support the role of educational institutions and librarians as��trust enablers; and business models where value and outcomes converge for human or machine. The sessions were well-attended and well-covered, and the conference organizers delivered an insightful programme.”

Karen Sambrook, Senior HR Business Partner, joined a session organized by the aimed at sharing advice for those looking to move roles or at the start of their careers. In addition to her own experience, Karen shared what an employer like OUP can offer for early-career applicants to succeed and thrive.

We thank our colleagues, partners, and customers who travelled to join us for another productive and energizing London Book Fair, with so many important discussions taking place across the three days. We look forward to our continuing work together and next year’s fair.

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National Year of Reading Archives - ����Vlog