Reading for fun starts with choice, time and trust

As a long‑standing partner of the World Book Day charity, Renaissance works closely with schools and organisations that champion reading for pleasure. In this blog, Kate Sayer, Education Specialist at World Book Day and an experienced former primary teacher, shares the thinking behind the charity’s six principles for reading for pleasure. Drawing on her work with teachers, families and communities, as well as insights from her PhD research into how parents support children’s reading, Kate explores how schools can build authentic reading cultures, strengthen relationships around books and help every child find their own way into reading for fun.

When I trained as a primary teacher I loved the buzz of interactive literacy. That early classroom experience still shapes my work today across charities, museums and arts organisations, and now at World Book Day. The more I listen to teachers, librarians, booksellers and families, the more I see how complex the reading journey is for every child. My aim is simple. Help more children find their way into reading for fun and then protect that habit so it sticks.

The six principles that guide our work

At World Book Day we distilled a wide research base into six practical principles that any school or family can act on. None are surprising, but together they focus minds on building genuine reading for pleasure.

• Share books. Adults reading with children, children sharing with peers and children listening to audiobooks all count as meaningful reading experiences.
• Ensure access. A rich reading diet includes print, audio, graphic formats and magazines. Access is the foundation that makes choice possible.
• Prioritise choice. For children who are still discovering what they like, a small, curated selection can feel safer. For confident readers, a wide range helps them explore. Both rely on adults who know their children well.
• Make time. Reading habits need regularity. Even short daily slots can make a big difference.
• Offer help. Younger children often respond best to adult guidance. Older pupils tend to rely more on peers. The help should focus on what interests the child, not only on what seems like the next challenge.
• Keep it fun. We talk about reading for fun, not reading is fun. Create relaxed and personal spaces, from comfy corners to whole school celebrations. Avoid slogans that make reluctant readers feel excluded.

Why teacher knowledge matters, and how to share the load

Teacher time is tight and children’s literature is vast. Expecting one reading lead to be the school’s sole source of recommendations places pressure where it is not needed. A better approach is to build a social reading culture that spreads book knowledge across staff, parents and pupils.
Invite your local librarian or bookseller to support you with recommendations. Encourage every member of staff to take ownership of a small corner of expertise. Children notice genuine enthusiasm, and they also notice when we are pretending. Authentic voices build trust.

It also helps when adults model the real and sometimes messy side of reading. Share the book you abandoned. Admit when you feel stuck. This narrows the gap between confident adult and hesitant child and opens space for honest conversations.

Position reading as a “yes and,” not a reward

Children are skilled at interpreting the messages we give them. If gaming or phone time is a reward for completing daily reading, it is easy for them to see reading as work. Instead, place reading alongside other enjoyable activities. Talk about your own habits in realistic ways, whether that is listening to audiobooks on the commute or dipping into a magazine at the end of a long day. This shows that reading flexes with mood and energy, which can make it feel more achievable.

The power of regular minutes

Like any habit, reading grows through steady repetition. Daily is ideal, but the bigger win is consistency that feels achievable and sustainable. Protect small, predictable windows in school and at home.

The data is compelling. Pupils who read for longer each day are exposed to far more language, which strengthens vocabulary and confidence. Tools such as Renaissance’s Accelerated Reader can help structure those habits, personalise recommendations and build motivation, with particular advantages for disadvantaged pupils.

Working with families without guilt

My PhD explores how parents think about reading for pleasure. Home environments are diverse and the dynamics can be subtle. Many parents want to help but may feel uncertain or assume school is best placed to lead. Low stakes, high engagement events can strengthen trust. Breakfast browse sessions, joint story times or casual library pop ups help parents and children explore books together without the pressure of targets.

Talk about what the child enjoys and what reading looks like at home. You will often discover strengths and barriers you would never see in a reading record. Community librarians and booksellers can also be powerful partners. They live and breathe children’s books and can act as a bridge between home and school.

World Book Day 2026: widening access where it counts

This year, with the National Year of Reading shining an even brighter light on the importance of reading for pleasure, we are able to get more books into the hands of the children who need them most. For the first time we are distributing hundreds of thousands of books directly to schools in areas where children have limited access to book retailers. Schools are creating community hubs, hosting book swaps and opening their doors to families.

Alongside this, our full range of resources, lessons and activities is available on our redesigned World Book Day website. Whether your focus is on choice, habit building or access, you can find ideas to shape a whole school approach or to spark a focused moment of change.

Finding my own 15 minutes

There is no guilt quite like working in reading for pleasure and neglecting your own. I protect bedtime as read aloud time with my child, then try to keep a book or magazine in the living room so that when he is busy, my instinct is not to reach for my phone. It does not always work (sometimes the book ends up on my face!). But, like any habit, it is something we build over time.

Try this in your school next week

• Audit access and ensure children can choose from formats they genuinely enjoy.
• Curate a small, safe selection for hesitant readers based on their interests.
• Protect short, predictable time for daily reading.
• Connect with your local librarian or bookseller for fresh recommendations.
• Host a low stakes family browse session to spark relaxed conversations.

Final thought

Reading for pleasure thrives when children feel seen, choice feels safe, time is protected and adults model real reading lives. If we keep those conditions in sight through World Book Day and beyond, more children will choose to read for fun because it belongs to them.

Find out more about World Book Day 2026: https://www.worldbookday.com

Access our World Book Day quizzes and resources: https://www.takethequiz.co.uk/