Raise a Reader Report from Oxford University Press
We all know the importance of reading and this report published by Oxford University Press impresses on this point even further. Their research and partnership with key organisations will help families and schools to address the on-going need to promote reading for pleasure.
4 in 10 Pupils Have Fallen Behind in Vocabulary
Development, According to Oxford University Press Study, as
Teachers and Parents Unite in Tackling Issue Together
• Oxford University Press publishes report as it announces plans for second year of
its ‘Raise a Reader’ initiative to support child literacy, with a continued
partnership with the National Literacy Trust
• 85% of teachers believe schools could do more to encourage parents to be
involved in their child’s vocabulary development and two thirds of parents are
keen for more guidance
• OUP publishes free packs to support parents with vocabulary development at
home, as OUP study finds that over half of teachers report an increase in children
falling behind in vocabulary knowledge
Oxford.
An increasing number of children in the UK are falling behind in their English vocabulary development, to the extent that it is impacting their learning, according to the majority of teachers. More than 800 teachers and parents were surveyed across the UK as part of Oxford University Press’ (OUP) Oxford Language Report, an annual study of vocabulary development in under 18s in the UK. Teachers are keen for schools to work with parents to tackle the issue, with 85% believing schools could do more to encourage parents to be involved in their child’s vocabulary development. Equally over two thirds of parents surveyed are eager to engage with schools, with 68% of parents welcoming more guidance when it comes to developing their child’s vocabulary. Overwhelmingly, teachers highlight the significant consequences of the pandemic with 95% believing school closures and disruptions during Covid-19 contributed to a widening vocabulary gap. The study publishes as OUP reveals plans for the second year of its pioneering Raise a Reader initiative. Launched in 2022, Raise a Reader is OUP’s ongoing campaign to support children’s literacy in the wake of the pandemic.
To help tackle the issue, OUP will be extending its Oxfordshire Raise a Reader programme, in
partnership with the National Literacy Trust and their Libraries for Primaries campaign, to an
additional ten schools across the county in 2024, including Banbury, Witney and Oxford. Almost
3,000 children growing up in some of the most disadvantaged areas in Oxfordshire benefitted
from the programme in 2023, which saw dedicated libraries set up in ten primary schools. 5,000
books were donated to the schools, along with a range of soft furnishings and books storage. Each
school received in-person specialist training to help develop effective whole-school literacy
strategies and ongoing support from OUP across the year.
Avnee Morjaria, Policy Director, Education at Oxford University Press, said: “We can see firsthand the impact the pandemic had on young people’s education and this is one of the key reasons
why we launched our Raise a Reader campaign last year. Falling behind on vocabulary development is a significant issue for many children, and one which can impact their learning at school and later life chances. The research captures the views of teachers and parents across the UK and based on their feedback, aims to give practical advice on the different ways in which we can support children’s literacy and language development. We are looking forward to working with the National Literacy Trust to support more schools next year and ensure that all children have the tools and opportunities to become life-long readers”.
Sinéad Naidoo, National Literacy Trust, Senior Programme Manager, Raise a Reader, said:
“This report is further evidence of the need for every primary school to have a library. School
libraries are essential in helping to fuel a child’s imagination, build a rich vocabulary, and give
them the literacy skills they need to succeed in life. When families across the country may be
struggling to afford books at home, school libraries can be a child’s only access to books and the joy of reading. We are delighted to be working with Oxford University Press for a second year to get ten wonderful new reading spaces into primary schools in Oxfordshire.”
To support parents with developing vocabulary at home, OUP has also updated its free Raise a
Reader pack for parents filled with tips and activities based on the latest research to support
vocabulary development and reading at home. The packs include advice from teachers, as well as
three key approaches to building vocabulary: conversation; reading; and activities.
Other key findings in the Oxford Language Report included:
• Over half of teachers report that there has been an increase in the number of children who
have fallen behind in their vocabulary knowledge compared to previous years
• Teachers almost all agree that parents should be actively involved in their child’s
vocabulary development – but only 44% of schools encourage parents to do so
• All parents surveyed consider it ‘important’ or ‘very important’ for their child to have a
broad English vocabulary
• 68% of parents would like more guidance from schools when it comes to developing their
child’s vocabulary
• 52% of schools do not have a school-wide vocabulary policy or strategy in place
• Among parents who look for help and guidance, only 36% consult their child’s teacher for
guidance.
To read the full report, use the link below.
https://global.oup.com/education/content/dictionaries/key-issues/word-gap/?region=uk