Recent research (Clark et al, 2024) shows that, sadly, fewer students than ever are reading for pleasure on a regular basis, with a knock-on effect on literacy and reading levels.
Too many students (and not just from one or two specific groups) are simply not engaging with reading. Engaging learners across all ages and abilities is often a challenge, however it is particularly tough with less able learners.
But this needn’t be the case and school libraries and librarians can play a key role in engaging these learners – if we can collectively help them to discover and develop a love of reading that will in turn enable them to develop skills across the curriculum.
From looking at the space and function within your library to running events, there are a number of tried and tested strategies that have worked for me and the learners in my school.
Gather information
It goes without saying that it is essential to address any specific needs of individual students that might be creating barriers to reading, so working closely with your SENCO and school leadership team is crucial.
We have a whole-school database, which includes SEND, medical and EAL information, as well as links to general and student-specific advice. This is a great source of information as it gives me an overview of all the learners in our school.
Differentiate lessons
As the teaching groups at my school are arranged by ability right from year 7, it is possible to differentiate the format of our library lessons to suit each class. For example for one group, I may focus more on a whole-class read, allowing modelled fluent reading and clarification in comprehension, whereas with another class, I may focus more on allowing exploration of new texts and providing opportunities to read independently.
The time in library lessons can also be used to highlight books that might be more suitable for each student. I can identify and encourage books that are more manageable and address any needs that require specific consideration.
Look at the space around you
Students must feel safe and included before they can start to engage with reading. The library provides a different atmosphere to a classroom and is a space open to students outside of lesson times, so establishing a relaxing and fun space will not only provide a safe area free from tests and targets; but encourage more students to want to visit.
For all of our students, but especially those who are less able or less positive readers, it has been hugely beneficial to use the library for activities that go beyond just books and reading.
We hold frequent lunchtime and after-school events, with everything from crafts and games to fancy dress competitions and animal encounters, all free. This allows our struggling readers to feel excited about the space and encourages them to participate in more reading-focused activities as well.
One event that works particularly well is our Poetry Slam where students perform poems aloud. The list of students who sign up includes all abilities, with our least-able readers still excited to take part, never questioning whether they are allowed or able to participate. This is mirrored in our writing competitions, where every age and ability are represented in the list of winners.
In addition to the actual space of your library, look at how your school librarian is perceived. A school librarian shouldn’t be seen as a teacher but a member of staff who has the time to chat with students in a more informal way, creating a sense of inclusion and a space where students know they can speak passionately about their interests, and share their triumphs and disasters with an interested and sympathetic adult.
Build confidence
A method I find extremely beneficial is the “beginner-to-expert pathway”. During induction lessons we compare a simple piece of piano music to a more interesting but complex piece, discussing how a new player would progress from one to the other.
It helps students to realise that developing a skill takes time, patience and practice, and that small steps are needed rather than huge jumps. We then map this onto reading and share ideas about different barriers to enjoying reading – for example time constraints, lack of space, unsuitable books etc – and how we can overcome them together.
From here we focus on building students' confidence. Celebrating all reading and how this helps to encourage more reading, and all students need to be reminded that they are readers and that all reading is positive.
This ties in with the importance of choice and means that students are never judged negatively for the reading they enjoy. We work with students to find books that interest them which are also at a level they can read independently, and then make suggestions for future reading to stretch them further.
This support is crucial, as reading confidence can easily be damaged by constantly attempting books that are too challenging, but it can easily grow with the sense of achievement that comes from successful reading.
Highlight the social side of reading
Reading can often feel very lonely, in a world that increasingly values social engagement. It is important to make sure our young people still see a social value in reading, especially for those who are reluctant to read or who find reading challenging.
By placing reading alongside other recreational activities, it can help them to feel more positively about books, and more likely to choose to read.
Finding time to talk about books, share thoughts and opinions, and discuss new books is an essential part of library lessons. We talk about books from childhood, and so many of our less able readers take great delight in sharing the books they loved when they were younger. Reading together with a friend can be a valuable experience, and we also still encourage reading with adults at home, as well as reading to younger siblings.
We also keep an eye on different initiatives and activity outside of the school. Online and social media can play a part in encouraging reading, with things like “BookTok” driving more teenagers to read. Engaging with these trends, as well as books that are associated with films and television programmes help us to understand the interests of our students.
Allow and encourage choice and ownership – with support
Choice is so important for reading for pleasure, and taking ownership of their reading is vital for students. However, for our less able learners, making those decisions can feel overwhelming. Part of the librarian's job is to ensure that there are suitable and engaging books for all abilities, and that these books can be seen and found.
When curating displays, I include a variety of books – fiction and non-fiction, the HiLo series of books (by Judd Winick), and quick reads, short stories, graphic novels, “as-seen-on-screen” etc. This means any student can find something that not only interests them, but that is manageable.
The library houses a large collection of HiLo and quick read books for our lower reading ages, and easy but popular non-fiction also helps engage our less able readers.
Our induction lessons provide students with the skills to find these books for themselves, but having a knowledgeable librarian means help is always at hand.
Final thoughts
If less able learners are able to build confidence, skill and stamina with their reading, so many aspects of the curriculum – and the world beyond the classroom – will become far easier for them to engage with and navigate independently.
Every day we are reflecting on our practices to encourage reading for all of our students, especially those who struggle the most. Constant evaluation and a willingness to try new strategies ensures that hopefully, no child is left behind.
- Heather Grainger is the librarian at Weatherhead High School in Wallasey. Heather won Secondary School Librarian of the Year at the 2024 School Library Association Awards. For further information, visit www.sla.org.uk/awards
Further information & resources
- Clark et al: Children and young people’s reading in 2024, National Literacy Trust, 2024: https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-reading-in-2024/
The SecEd Podcast
- Developing students’ literacy skills: This episode of the SecEd Podcast looked at how we can best develop the literacy skills of our students, offering whole-school, cross-curricular and classroom-specific ideas, interventions and tips. Listen back here: www.sec-ed.co.uk/content/podcasts/the-seced-podcast-developing-students-literacy-skills