Recent research shows that while reading skills have improved in the UK, there is some indication that fewer pupils nowadays read for enjoyment. So, are children spending less time reading than they used to? This is a surprisingly hard question to answer for two reasons. Firstly, large scale surveys of children and young people's reading habits are few and far between. Secondly, more often than not the surveys that have been conducted on the subject have asked about reading frequency in different ways, which makes comparison of different surveys near impossible. However, these problems have been recognised and steps have been taken by a number of researchers to begin collecting meaningful longitudinal data.

For an overview of literacy levels in the UK – including reading and writing frequency and parents reading with their children – read our report Literacy: State of the Nation.

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Many more children reach the expected level for their age in literacy than in 1997, before the introduction of the National Literacy Strategy. The key indicator, the percentage of pupils reaching level four (the level expected for their age) in national tests for English (reading and writing) at age 11, has increased from 63 per cent to 80 per cent in this time. In the mid-1990s just half of children reached the level expected for their age. Current literacy levels also represent a significant improvement in children's skills since the mid-20th century, since targets apply to all children, of all abilities and social classes, including those who speak English as an additional language.

The most significant gains were made between 1998-2009, the years immediately following the introduction of the National Literacy Strategy. The 1999 result of 70 per cent was an increase of 10 percentage points on the previous year and the 2000 result increased this again by a further five percentage points. Between 2000-09 results for eleven year olds in England have risen, but at a more gradual rate. 86 per cent of eleven year olds now reach the level expected of them in reading, up from 80 per cent at the start of the decade. The corresponding figures for writing are lower, but also show improvement, 67 per cent of 11 year olds now reach the level expected of them.

The drop off in the year-on-year increase in English has been partially blamed on differing performances between boys and girls: in maths and science, boys and girls reach similar standards; in English, there is a marked gap, particularly in writing.

For an overview of literacy levels in the UK read our report Literacy: State of the Nation

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Any enquiries relating to gifted and talented children should be referred to the National Association for Gifted Children, the UK's foremost membership charity that deals with all aspects of giftedness in children. Individuals, parents and organisations are welcome as members.

They strive to support those who are directly involved with gifted children – parents, teachers, schools and medical professionals – as well as advising policy makers at national and local levels.

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The first thing you must do if you think your child is having problems with reading or writing is talk to his or her teacher, who will be able to tell you if your child is falling behind. From their ongoing assessment, the teacher should be able to give you an idea of your child’s reading level, and how this relates to what is expected at that stage.

The teacher should also be able to provide you with advice on activities you can do at home to support your child’s reading, writing and spelling. These activities will complement the teaching methods that are being used at school.

If this does not reassure you, you could arrange a meeting with the Headteacher. Find some positive things to say about your child’s life at the school before raising your concerns. Remember, teachers want your child to succeed as much as you do.

The National Literacy Trust cannot provide detailed advice on individual problems since we do not have the necessary contact with the child or understanding of their particular strengths and weaknesses. However, you could consider what might be causing your child’s difficulties and talk to the teacher about how your child copes in class. Could there be a problem with hearing or sight? It might be worth making your child an appointment with your GP, or booking an eye test.

Does he or she show any of the signs of dyslexia? The British Dyslexia Association provides a helpline on 0118 966 8271 and a summary of indications of dyslexia on the British Dyslexia Association's website.   See our FAQ on dyslexia.

The National Literacy Trust advocates four key principles for parents’ involvement with supporting reading:

1. A good relationship between parents and schools is vital, and should be maintained through an ongoing dialogue about children’s development.

2. The most important thing a parent can do to support their child’s reading is to help them find books that are appropriate in terms of reading age and content, and that motivate their child to enjoy reading. Making use of the local library can help here. Reading aloud can help children enjoy stories they might struggle to read themselves.

3. Any teaching resources parents use at home to support their child’s literacy should work alongside the methods used in school.

4. As the provider of formal education, teachers are the experts and should be trusted with the task of teaching children to read and supporting their literacy.

See our resources for supporting children's reading.

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If you think your child may have special educational needs there are a number of resources available to help and support you. The DirectGov website can direct you to services and partnerships, and also has all you need to know about the assessment process, as well as how your child can be supported in school.

See the DirectGov website for more.

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The Department for Children, Schools and Families has produced lists of words that children should be able to read, depending on what school year they are in. These are part of the framework for literacy teaching, and can be found at the DCSF website. 

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The British Dyslexia Association provides a helpline on 0845 251 9002 or you can visit www.bdadyslexia.org.uk/.

Other useful organisations

Dyslexia Action provides services and support for children and adults with dyslexia, as well as resources for parents and teachers at www.dyslexiaaction.org.uk/.

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