Can audio raise all-time low levels of reading for pleasure amongst children?
In 2019, the National Literacy Trust reported that the levels of children’s reading for pleasure was at an all-time low with just 25.8% of children saying they read daily in their free time (Clark and Teravainen-Goff 2020). However, during the first UK lockdown in 2020 the number of children turning to books rose significantly. This increase was shared with audiobooks, with 1 in 4 children saying that they listened to audiobooks more than before lockdown (Best, Clark and Picton 2020). Audiobooks were enjoyed particularly by boys; whose interest in reading typically trails behind that of girls. In a post-Covid world, with its new popular image, might ‘listening for pleasure’ become the new ‘reading for pleasure’?
The National Literacy Trust found that there was no discrepancy between the numbers of children listening to audiobooks who do not receive free school meals compared with the numbers of those who do. This suggests that most families, regardless of income, have access to a smart device. On the other hand, it has been reported that 1 out of 8 pupils who receives free school meals do not own a book at home (Clark and Picton 2018). Therefore, during lockdown, audiobooks provided a means of bringing stories into the homes of children who did not have access to physical books. This was aided by many children’s publishers releasing free audiobooks, including Audible which had more than 200 free titles available for children and young adults. What does this mean following the pandemic? Prior to 2020, many libraries had started to offer free audiobook services for members. This is promising for families who may have access to a smart device but cannot afford to regularly pay for physical books or downloads.
Audiobooks have also been raised as a possible solution for children who struggle with reading. Audiobooks enable children to learn new vocabulary and develop their comprehension skills without having to battle through seemingly endless pages of paper. They are also proving to engage previously reluctant boys with reading. During the national lockdown audiobooks became the only format in which boys had higher levels of engagement and enjoyment with literature compared with girls (Best, Clark and Picton 2020). The ‘cool’ factor has been cited as one reason for boys’ interest in audiobooks with the digital element making the listening experience more exciting than a physical book (Picton et al 2020). Additionally, for those who tend to worry about their social appearance, the audiobook provides a private alternative to the physical book which can stereotypically be viewed as a feminine item. Therefore, whilst reading is a vital skill for development which should not be neglected, it is apparent that the audiobook can at least make many reluctant readers interested in hearing the story.
Children have also been discovering the soothing benefits of audiobooks. When the Covid-19 pandemic caused major disruption to our lives storytelling through audiobooks provided relief for many children. School teachers were reportedly directing children to audiobooks if they could no longer carry out their class story time. For one child audiobooks just provided a way to cope with the new reality of being confined to the home: “I need to hear other people’s voices, but not members of my family, because I’m fed up with my family” (Best, Clark and Picton 2020). Therefore, children who found comfort in audiobooks for the first-time during lockdown may well continue to turn to them for future solace.
With 53% of children saying that listening to audiobooks got them interested in reading during lockdown, there is reason to be hopeful that the audiobook can boost the worryingly low levels of children’s reading for pleasure (Best, Clark and Picton 2020). Only the end of lockdown will show if audiobooks can continue to capture the inspiration of children. However, there is every possibility that many of those who have discovered the accessibility and enjoyment of audiobooks will continue to appreciate them throughout their childhood and beyond.
Bibliography:
Best, E., Clark, C. and Picton, I., Children, young people and audiobooks before and during lockdown, National Literacy Trust (2020). [Online] Available at: https://literacytrust.org.uk/research-services/research-reports/children-young-people-and-audiobooks-lockdown/. [Accessed 06/02/2021].
Clark, C. and Teravainen-Goff, A., Children and Young People’s Reading in 2019, National Literacy Trust (2020). [Online] Available at: https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-reading-in-2019/. [Accessed 06/02/2021].
Clark, C. and Picton, I., Book ownership, literacy engagement and mental wellbeing, National Literacy Trust (2018). [Online] Available at: https://literacytrust.org.uk/research-services/research-reports/book-ownership-literacy-engagement-and-mental-wellbeing/. [Accessed 08/02/2021].
Ofcom, Children and parents: Media use and attitudes report 2019 (2020). [Online] Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0023/190616/children-media-use-attitudes-2019-report.pdf. [Accessed 08/02/2021].
Picton, I., Clark, C., O’Keefe, S., Choli, M. and Gliksten, H., Improving the literacy skills of disadvantaged teenage boys through the use of technology, National Literacy Trust (2020). [Online] Available at: https://literacytrust.org.uk/research-services/research-reports/improving-literacy-skills-disadvantaged-teenage-boys-through-use-technology/. [Accessed 24/01/2021].
