The UK government is being urged to integrate audiobooks into the national school curriculum after new research revealed a decline in children’s reading for pleasure. A study by the National Literacy Trust (NLT) found that while fewer children are picking up physical books, more are turning to audiobooks and podcasts for entertainment.
The poll, conducted with 37,000 children and young people aged 8 to 18, showed a rise in audio listening, with 42.3% enjoying audiobooks in 2024, up from 39.4% in 2023. This marks the first time audio has overtaken reading enjoyment since the NLT began tracking the trend in 2020.
Reading for Pleasure Reaches Crisis Levels
In contrast, reading for pleasure has dropped to what the NLT describes as “crisis levels.” Only 34.6% of children said they enjoyed reading in their free time. The decline is particularly noticeable among boys, with only 28.2% expressing enjoyment, compared to 40.5% of girls.
Interestingly, when it comes to audio, boys appear more engaged than girls, with 43.4% of boys enjoying listening compared to 40.4% of girls. The NLT believes audiobooks could act as a gateway to traditional reading for children who are less inclined to pick up books.
Calls to Expand Audiobook Access in Schools
Given the shift in children’s reading habits, the National Literacy Trust is advocating for broader access to different reading formats, including audiobooks, within the school system.
Jonathan Douglas, NLT’s Chief Executive, emphasized the benefits of audio:
“In recent years, we’ve seen a steady rise in children’s enjoyment of listening to audio and uncovered the myriad of benefits it can bring – from sparking a love of reading and supporting literacy development to deepening learning and boosting wellbeing. By leveraging children’s enthusiasm for audio, we can help build a generation of readers and address the reading for pleasure crisis.”
Experts Debate the Role of Audiobooks in Literacy Development
Despite the rising popularity of audiobooks, some experts warn they should not replace traditional reading.
John Mullan, Professor of English at University College London, pointed out key differences:
“Listening to an audiobook is not the same as reading. It lacks the interactive element of a parent reading aloud, where children can engage, ask questions, and develop a deeper understanding of language.”
Similarly, Rachel de Souza, the Children’s Commissioner for England, acknowledged the value of audiobooks but cautioned against them replacing traditional reading:
“There’s certainly a place for audiobooks, but they shouldn’t replace the real thing. There’s something special about holding and reading a book.”
Government Curriculum Review Expected Soon
As debates continue, the government is set to publish an interim report on its curriculum and assessment review.
Sarah Hannafin, Head of Policy at the NAHT school leaders’ union, emphasized the need to promote literacy skills:
“English education must include developing a love of reading. Encouraging children’s enjoyment of audio can be one way to achieve that.”
Similarly, Julie McCulloch, Director of Strategy at the Association of School and College Leaders (ASCL), noted the potential of audio formats to complement literacy education:
“There is certainly potential in using audio formats alongside all the things schools are doing to teach reading and writing.”
With audiobook consumption on the rise, the discussion continues on how best to balance traditional reading with new formats to improve literacy rates among young learners.
