Children from low socio-economic backgrounds have a range of barriers to overcome to become proficient readers. This UK study investigates how socio-economic status influences children’s engagement with and enjoyment of reading. Over 8,000 pupils aged between 12-17 years were involved in this study into their reading.
The study found that pupils who received free school meals (used in the study as an indicator of low socio-economic status) held more negative attitudes towards reading, rated themselves as less confident readers, and gained less enjoyment from reading than their peers. Pupils also reported having fewer books at home, more limited access to educational materials (books, computers, magazines), and receiving low levels of encouragement from parents to read.
