Feature BookTrust research


Increasing the number of children and families who enjoy reading is the Holy Grail


Reading between the lines


M


for BookTrust and the book trade. New research shines a light on why children read


ARK READS REGULARLY with his children. He doesn’t enjoy it particularly. In fact, he finds it challenging, because he isn’t a confident reader himself. But he does it because he wants his chil- dren to learn, to get ahead, to have chances that perhaps weren’t available to him.


(and why others don’t read), and the findings could be transformative, says Diana Gerald


Sarah also reads regularly with her children. She does it because it’s a cosy, special time; because reading is part of the family landscape, because her young chil- dren love her silly voices and actions. Clare, on the other hand, rarely reads with her chil- dren. Like Mark, she finds reading challenging; unlike Sarah, she doesn’t see opportunit in reading; she only experiences intense discomfort. She doesn’t like stepping out of her comfort zone, is reticent to try new things, to put herself in a situation that she is unfamiliar with. She is confident that her children don’t like read- ing; they get bored, switch off and, are perhaps relieved, she doesn’t pursue it.


Mark and Clare aren’t real people, but their personas are based on in-depth knowledge that BookTrust has gained through a recent research project. As anyone interested in children’s reading will know, there are many assumptions about who enjoys reading and who doesn’t; about how to engage families in reading; about what will motivate them to make reading part of family life. Some evidence suggests that there are socioeco- nomic correlations between those who read and those who don’t, but our knowledge is sketchy. Until now. Because as a charit whose sole purpose is to get children reading, it’s important to us that , who is reading and who isn’t,


is t get children reading, it’s important to us that we know, really know, who is reading and who isn’t, why they do and why they don’t, and how we might change their atitudes and behaviours. Which is why we commissioned consultancy Discovery t conduct a major piece of research, segmenting reading behav across the country. The results are fascinating. The segmentation was developed from the perspec- , and split by two key age groups: 0–6


change their atitudes and behaviours. Which is why we commissioned consultancy Discovery to conduct a major piece of research, segmenting reading behaviour across the country. The results are fascinating. The segmentation was developed from the perspec- tive of the family, and split by two key age groups: 0–6 and 7–16. This resulted in 12 segments across four levels, from highly engaged t not yet engaged. While there


what segment a family sits in is not socioeconomic background, but rather a conflation of their atitudes towards reading for pleasure and, generally, towards other hobbies, interests and day-to-day activities and the motivation of that interest.


and 7–16. This resulted in 12 segments across four levels, from highly engaged to not yet engaged. While there are demographic differences at play, the key driver of what segment a family sits in is not socioeconomic background, but rather a conflation of their atitudes owards reading for pleasure and, generally, towards other hobbies, interests and day-to-day activ the motivation of that interest.


The 12 segments give us an interesting insight into family dynamics and knock many assumptions we might have held. For instance, “Goal-focused strivers” (in the Engaged categor


The 12 segments give us an interesting insight int family dynamics and knock many assumptions we might have held. For instance, “Goal-focused strivers” (in the Engaged category) are more likely to be non- white, with an extended family living with them—and 30% have a learning disabilit. Meanwhile, one of our most engaged segments (Early Enthusiasts) are more likely t


be non-


white, with an extended family living with them—and 30% have a learning disabilit. Meanwhile, one of our most engaged segments (Early Enthusiasts) are more likely to be social grade C1 (broadly, l lower middle class) than A or B (upper middle or middle class).


be social grade C1 (


ower middle class) than A or B (upper middle or middle class).


So what can we do with this knowledge? As a reading charit, we’re already using this research to inform our campaigns and programmes. W


and programmes. We want to help our programme par


our programme partners—the


So what can we do with this knowledge? As a reading charit, we’re already using this research t


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