The “relentless” focus on measuring literacy progress in schools has “pushed reading for pleasure to the margins”, according to a new report.

“Parents and schools both recognise that reading for pleasure matters, but their understandable focus on literacy skills is actively undermining it,” found the study, which analysed survey data on reading trends among UK children, drawing on data from HarperCollins, NielsenIQ and The Reading Agency.

Daily reading for pleasure among five to 17-year-olds fell from 39% in 2012 to 25% in 2025, data shows, while the proportion of children who rarely or never read for pleasure tripled from 5% to 15%.

However, the study also found that both daily and weekly reading for pleasure increased between 2024 and 2025 among 11- to 17-year-old boys and girls. For 14- to 17-year-old boys, who researchers claim are the “among the hardest-to-reach” in terms of encouraging reading, those who never read fell from 36% to 30% year-on-year.

The data suggested that fewer teens think “books aren’t cool” (down from 45% to 38% between 2024 and 2025 for the 11-17 age group), and fewer say they’d “rather watch TV, play video games or go online than read” (down from 76% to 69% for 14- to 17-year-olds).

Social media is helping teenagers discover books they enjoy, with the proportion reporting finding books via BookTok rising from 23% in 2024 to 27% in 2025 among 14- to 17-year-olds. Among 11- to 17-year-olds, discovery via YouTube rose from 25% to 30%.

The results for younger children were less encouraging. Only 32% of five to 10-year-olds read daily for pleasure last year, a level unchanged for three years and down from 55% in 2012. The proportion of five to 7-year-olds who rarely or never read for pleasure rose from 8% to 11% in a single year.

Barriers to children reading for pleasure include struggling to discover books they enjoy and screens winning their attention.

Removing pressure and making reading a social activity could encourage children to pick up a book more often, researchers said. The report also claimed being read to throughout childhood has a significant impact on a child’s reading habits. Children “who are read to daily are three times more likely to choose to read independently, daily, than if they are read to weekly by their parents,” said HarperCollins consumer insight director Alison David.

Three-fifths of three to seven-year-olds are not read to daily, according to the data. Despite this, 71% of parents with children aged 13 and under said they wished their children would spend more time reading books, an increase from 65% in 2019. Nearly half (41%) of parents believe that reading for pleasure is more important than ever.

When parents with five to 10-year-old children were asked why they read to them, the top two reasons were literacy-focused, and 58% of parents did not select enjoyment as a reason. Parents need to understand “the difference between literacy and reading for pleasure”, stated the report.

Focus groups identified a “fatalistic” attitude among parents, who assume that some children will enjoy reading and others simply won’t. Some parents also believe that reading to their child will make them lazy and less likely to be independent readers.

The report emphasised the importance of reading to children beyond the age when they can “decode” the language themselves. “They still need to be read to for the enjoyment it brings, for habit forming and for encouragement to read independently.”

David suggests that beyond bedtime reading, parents should read to children “often and anywhere” by taking a book to the park, on the bus, or to a coffee shop. “Read to children when they are in the bath, or eating lunch. Make a den, put a blanket over a table and sit in there to read. Build excitement – talk about how excited you are to continue the story to find out what happens next.”

“When you are out, point out things that you see and relate back to books, and use it as a trigger to read again later”, she said, adding that if you see a cat, you might suggest reading a Mog book – the popular series by Judith Kerr – later on. She also suggests putting on “funny voices and accents, really ham it up”, as children “love it”.

The report suggests that by helping parents understand that encouraging reading for pleasure “requires a different approach from supporting literacy – that both are essential, both are achievable – and by giving them practical tools and compelling reasons to act, we can make change happen”.