“A child was able to support another child whose parents were breaking up because we had read about it in a narrative and discussed as a class what was happening.”
More than words: the real-life impact of reading
Reading is more than words鈥攊t鈥檚听how we learn to feel, understand, and connect with the world around us. It听doesn鈥檛听just build literacy; it builds our emotional understanding.
For children, this is profoundly important as they find their place in the world. Through reading, they build a rich foundation of social and emotional understanding that extends far beyond the pages of a book.
This is a topic that’s increasingly in focus, whether that’s through the initiative for 2026, or the proposed to improve literacy standards鈥攕o it’s more important than ever that we understand the benefits of reading, particularly for pleasure.
There听is听already a substantial amount of research around听this, with听the听 finding that children who enjoy reading have higher reading attainment and stronger learning outcomes across all subjects鈥攁nd children who are good at reading are more likely to report enjoying it.听
However, this is only part of the story. Our听latest听research听highlights听the broader impact of reading, beyond academic success.
Emotions can be complex, particularly at a young age and into adolescence. Books can give children the words for how they feel, helping them to recognize and make sense of their feelings in a real-life context.听
Through characters in stories or emotive non-fiction, children can see the world through the eyes of others and better understand different perspectives.
But the benefits of reading go听further than听simply understanding.听Our听findings听show how reading is applied听in听children鈥檚 daily lives, shaping how they treat others and handle everyday situations. It also equips them with insight and confidence to navigate whatever opportunities and challenges they may face in the future.听
At OUP,听we鈥檙e听proud to be a partner for the National Year of Reading,听championing听the joy and benefits that reading for pleasure can听bring.听For generations, we鈥檝e helped children learn to read by providing access to stories and resources that help them grow and become lifelong readers.
To understand the broader impact of reading and its power beyond basic literacy, we spoke to more than 3,000 children, aged 7-14, and 200 teachers across the UK.
We then analysed听the Oxford听颁丑颈濒诲谤别苍鈥檚听Corpus听(OCC)鈥�the听world鈥檚 largest known database of children鈥檚 written language in English,听with over听500 million words.鈥�The OCC听is made up of several听smaller corpora, including听the Oxford 颁丑颈濒诲谤别苍鈥檚 Reading Corpus, which听contains听more than 60 鈥痬illion words鈥痮f text written for children. For this report,听we used insights from听this to better听understand听the themes and emotions children听are听regularly exposed to through books.
Top 10 findings from our research
Seven in ten children read weekly, but frequency drops sharply with age
- Most children say听they听read听once a week (70%), while 22% say they read听every听day,听15% say they听read less than once a month,听and only 6% say they never read.听
- Reading frequency falls as children get older.听79% of 7-year-olds read every day听or听a few times a week vs.听43%听14-year-olds.听
Younger children are more engaged in reading than older children
- 72% of 7-10-year-olds say they like reading vs 59% 11-14-year-olds.听
- 78% of听7-year-olds听like or love reading vs 55%听14-year-olds.听
Girls lead the way in reading enjoyment
- 65% of young people said they love or like reading (72% girls and 58% boys), with girls (36%) more likely to say they love reading than boys (23%).听
Children gravitate towards more uplifting reads
- The top emotions children like to read about are happiness (63%), excitement (57%), and bravery (43%).听
- While听the top three emotions are the same, girls are more likely than boys to seek reading about happiness. Boys are more likely to want to read about bravery.听
Both children and teachers recognize how reading builds emotional vocabulary
- More than four in five children (84%) say reading helps them learn new words for feelings and emotions, helping them to build their vocabulary and express themselves.听
- 95% of teachers surveyed agreed that reading helps children develop a new vocabulary linked to feelings or emotions.听
Emotional understanding spans different genres
- Children like funny stories (49%), adventure stories (40%), or fantasy stories (30%) the most, with teachers also recognizing these preferences amongst their pupils.听
- Children can still learn about emotions faced in difficult situations鈥攕uch as conflict with friends, bullying, and grief鈥攖hrough more light-hearted books.听
Reading encourages empathy and self-reflection in most children
- 68% of children said it helps them think about how they behave and how they treat other people (65% boys, 70% girls).听
- 91% of teachers agreed that developing empathy and perspective taking was a key benefit of reading.听
Books strengthen understanding of others鈥� feelings and perspectives
- 70%听of children听said听reading听helps them to understand why people feel or act the way they do (67% boys, 74% girls).听
- 93% of teachers agreed that reading helps children to understand different viewpoints and expressions.听
Most children turn to stories to make sense of real-life experiences
- 82%听of children听said听books听remind them of things that happen in real life (80% boys, 84% girls).听
- Three-fifths (59%) of children believe that what they have read in a book has helped them in a certain situation.听
But some older children don鈥檛 see the relevance of books to their lives
- While 57% of 12-14-year-olds recognize the value of reading, one in four (27% of 12-year-olds; 25% of 13-year-olds; and 20% of 14–year–olds) do not agree that a book has helped them navigate situations in their day-to-day life. A further 17% are neutral on the topic.
How reading听habits听shift across childhood听
To understand the broader impact of reading on everyday life, we must first look at reading habits and frequencies. According to our research, a love of reading is present in young people across age groups, but sadly this declines significantly as they get older.听
“How often do you read for fun?”
“How much do you love reading?”
The enjoyment of reading is uneven across demographics, with older children and boys significantly less engaged.
What children read
Our research shows that, across all genres, reading helps children explore and understand a wide range of emotions.
The听types of听books that听children were听most听drawn to听were:
49%
Funny stories
40%
Adventure stories听
30%
Fantasy stories
Although there is a preference for more light-hearted or exciting books, the research demonstrates how genres with humour and action at the forefront can present issues and emotions in accessible ways. Drawing on multiple examples of books鈥攆or example, Diary of a Wimpy Kid, Lottie Brooks, and Harry Potter鈥攃hildren referenced different emotive experiences like fighting with friends, experiencing bullying, or dealing with grief. 听
Insight from the Oxford 颁丑颈濒诲谤别苍鈥檚 Corpus
Crossing genre boundaries
Texts written for children show that powerful, serious themes are not confined to any one genre. Whether it’s fantasy, mystery, or adventure, authors use storytelling to explore a wide range of complex emotional experiences in ways that resonate with young readers.
Drawing on the OCC, there are multiple references to these situations through the character of Luke Stanton, the 14-year-old protagonist of Starseeker, a young adult novel written by Carnegie Medal winner Tim Bowler, that blends elements of both mystery and fantasy. Luke’s story explores themes of grief and loss of a parent, searching for belonging, peer pressure and bullying, the challenges of growing up, and different types of love.
The below quotes reference feelings of isolation, fear, and anxiety:
“He felt a sudden urge to climb back down the drainpipe and race off into the darkness, away from this place.”
“If he said or did the wrong thing now, Skin would fall on him for sure, and Daz, too, probably. But refusing Skin would mean danger for him and he couldn鈥檛 face that right now.”
This highlights how conventionally ‘light-hearted’ or imaginative stories can still tackle deep emotions and enable children to engage with sometimes difficult real-life experiences in meaningful ways.
When it comes to reading about specific emotions, unsurprisingly children prefer reading about more positive feelings like happiness (63%), excitement (57%), and bravery (43%).
While girls are more likely to seek reading about happiness (71% vs 55% boys), boys prefer听stories that explore听feelings of bravery (45% vs 41% girls).
“When I saw a character confront his own fears head-on, I鈥痶ruly understood鈥痺hat bravery means.”
Boy, 10
“About courage, that it doesn鈥檛 me [sic] you don鈥檛 feel fearful but you consider the greater course of action and act in spite of the fear.”
Girl, 9
Non-fiction books are not as popular amongst children, with just 8% enjoying science and environment books, animal books (7%), and historical books (6%).
Putting words to emotions
Reading gives children the words to articulate their emotions. More than four in five (84%) say reading helps them learn new words for feelings and emotions, helping them to build their vocabulary and express themselves.
Meanwhile, 95% of teachers surveyed agreed that reading helps children develop a new vocabulary linked to feelings or emotions.
“Reading a story about a character feeling nervous before trying something new helped me understand that being scared and excited can happen at the same time, and that both feelings are normal.”
Girl, 10听
“Apart from sad/happy I had problems with matching emotion with a name. Thanks to reading I learned about excitement, confusion, bafflement etc.”听
Boy, 10听
“I learn in one of the book [sic] I read [I learned] that happiness is relative, what you give out is what you get back.”
Boy, 10听
“I learnt about being anxious and that it’s okay to be anxious sometimes.”
Girl, 8听
Three-fifths of teachers have seen a time听when听a pupil听seemed to gain听a better听understanding of an emotion through reading:听
“A pupil cried in front of me and I was told that they were taught to hide emotions but a book they read in class showed them it鈥檚 perfectly normal.”
KS4 Teacher
Insights from the Oxford 颁丑颈濒诲谤别苍鈥檚 Corpus
Anxiety
Anxiety can sometimes be perceived as a modern concern that has only entered the mainstream public discourse in recent years. However, our analysis of the OCC reveals that authors have been exploring it extensively as an emotion since at least the nineteenth century in books read by young people:
“I felt sure that I had been the subject of [my aunt鈥檚] reflections, and听was more than ever anxious to know her intentions towards me. Yet I dared not express my听anxiety, lest it should give her offence. 鈥� she occasionally fixed her eyes on me鈥痵itting opposite, and said, ‘Mercy upon us!’鈥痺hich did not by any means鈥痳elieve my鈥�anxiety.”
David Copperfield, Charles Dickens (1849)
“In this last length of journey the men began to show strange emotions. They hurried with nervous fear. Some who had been dark and unfaltering in the grimmest moments now could not conceal an听anxiety that made them frantic.”听
The Red Badge of Courage,听Stephen听Crane听(1895)听
“Huck stood sentry and Tom felt his way into the alley. Then there was a season of waiting anxiety that weighed upon Huck’s spirits like a mountain.”
The Adventures Of Tom Sawyer, Mark Twain (1876)
More recently,听鈥榓苍虫颈别迟测鈥� was chosen as the 颁丑颈濒诲谤别苍鈥檚 Word of the Year 2021, voted for by children in response to their experience of the pandemic.听This highlights听the importance of children having the vocabulary to reflect on and describe their lived experiences.听
Reading听offers听a valuable resource for developing听this听vocabulary.听 using the OCC,听suggests that the word听鈥榓苍虫颈辞耻蝉鈥�听is almost twice as frequent in writing for children as in spoken language directed at them听(although it is important to note that the spoken corpus used captures language aimed at younger children). Their analysis also found that听鈥榓苍虫颈辞耻蝉鈥�听appears more often in children鈥檚 books than in speech on children鈥檚 television.
We used听the听OCC听to explore how the words听鈥榓苍虫颈辞耻蝉鈥� and 鈥榓苍虫颈别迟测鈥櫶齛ppear听across听thousands of texts听written for children.听Results showed听inventive听and varied use of these words, including:
- 驳苍补飞颈苍驳鈥痑苍虫颈别迟测
- anxiety rips through me
- anxiety radiates from him
- sickening anxiety
- bitter anxiety
- anxiety seized him
- a flurry of anxiety
- a thrill of anxiety
- anxious eyes
- an anxious glance
- the high-pitched, anxious tone
- a chorus of anxious bleating
- with anxious haste
- a lagging, anxious silence
These听findings provide听clear evidence听of听the rich range of听emotive听vocabulary听in children鈥檚 books, equipping them听with the words they need to express their听own听emotions.听
Kate Nation
Professor of Experimental Psychology, University of Oxford
“Stepping into a story book, we meet characters, witness social interactions, and follow plots that invite us to ponder possibly impossible outcomes. Magical. And for this magic to happen, writers must choose their words with care. ‘Book words’ tend to be more emotionally nuanced and varied than the words we use in conversations. This all makes sense: the face and voice of a speaker can denote varieties of anger with ease, but in writing, we need a range of words to capture the same feeling. For this reason, words like growl, grimace, frown, and scowl feature in children’s books, but less so in child-directed speech. Writers don’t just use ‘said’; instead, we see words like whisper, whimper, screech, howl, holler, whoop, and yell.
“Reading provides opportunities for children to access this nuanced language and from that, construct thoughts, feelings, and beliefs about characters and situations, and perhaps about themselves too.”
Building empathy for others
Emotions displayed in books help children understand others, with 70% saying it helps them to understand why people feel or act the way they do (67% boys, 74% girls).
Teachers agree, with 93% saying that reading helps children to understand different viewpoints and expressions.
“Reading a story about a girl feeling left out at school helped me understand that loneliness is more than just sadness, and it made me more aware of how other people might be feeling inside.”
Boy, 9
“I believe that there are certain emotions that I luckily or not luckily experienced that I think that makes me understand how other people may feel and be more empathetic about it, as well as being prepared when I experienced new feelings and experiences.”
Girl, 13
“I read a book about a girl who thought her dad was always angry with her but it turned out he was actually stressed from work and it was the first time I realized adults can get stressed.”
Boy, 12
Beyond understanding, books听can influence how children act towards others and听impact on听their own听behaviours.听68% said it helps them think about how they behave听and听treat other people (65% boys, 70% girls).
“When I read I learn how the world works and how to treat people.”
Boy, 11
“From stories I have learned how certain things said or done can affect people positively or negatively. I learn a lot from reading on how to be nice and respectful and polite to others.”
Girl, 10
“I understand that everyone is different and not to impose my opinions on others.”
Boy, 10
“Just how to be nice to people and how to help people out and see who needs help.”
Girl, 7
91% of teachers听also cited听developing empathy and perspective taking听as听a key benefit of reading.听
Imogen Bond
Managing Director, EmpathyLab
“It’s encouraging to see children themselves highlighting the real-world impact of reading. At , we’ve long championed diverse stories as a tool for social and emotional learning, helping young people understand others’ perspectives and developing language for their own emotions and experiences. We believe that through reading, everyone can be seen, valued, and understood.
“This research reinforces what we see in schools working with us across the UK: reading doesn’t just support academic learning, it helps children build relationships, reflect on behaviour, strengthen wellbeing, and develop a sense of belonging. At a time when communities are increasingly divided and more than a million young people in the UK are waiting for or receiving mental health support, giving equal weight to reading for social and emotional development alongside literacy skill is an accessible, sustainable, and hopeful way to create lasting benefits for children and our society.”
From the page to real life
As well as听influencing their听behaviour听and actions more generally, reading can help to navigate big life events or听experiences.听Three-fifths (59%) of children听agree听that what they have read in a book has helped them in a certain situation.听听
Highlighting the relevancy of the books they鈥檙e reading and how children connect with them, 82% said that stories remind them of things that happen in real life.
From friendships to challenges at home or school, children听recalled听times听when听books had provided a safe space for them to explore difficult emotions and build confidence in dealing with real-life scenarios:
“When a girl wasn’t being kind to me, I didn’t tell my teachers. I read a story about little girl who was sad and she spoke to teachers. I spoke to my teachers and we鈥檙e friends again.”
Girl, 7
“I read about where someone鈥檚 dad had died, my dad isn鈥檛 in my life any more do it helped to hear the story and feeling and I spoke about my own too.”
Boy, 8
“I have brown skin and the book I read the little girl was the same in my school they call names because of my brown skin this girl let her family know how she was feeling. So did I.”
Girl, 11
“I have read a book about social anxiety and a boy facing his fears which kind of reflects me because I鈥檓 a boy and it鈥檚 quite embarrassing to be shy as a boy but I eventually overcame that fear.”
Boy, 12
“I used to feel a bit lonely at school, reading helped me relate to characters who felt the same, which helped me understand and try to make new friends.”
Girl, 13
Dr James Kimani
Africa Representative, Book Aid International
“At , we believe books can help change lives鈥攁nd for children facing some of the toughest circumstances, that’s never truer. So, we work with partners around the world鈥攊ncluding OUP鈥攖o send over one million brand-new books a year to places where they’re needed most.
“For children who have been forced to leave their homes in search of safety, books can offer a sense of normality, escapism, and the chance to keep learning wherever they find themselves.
“In 2025, we supplied books to 52 communities sheltering people on the move, supporting more than 57,000 readers in Ethiopia, Greece, Kenya, Lebanon, Somalia, Uganda, and beyond.
“The impact of these books is significant, as shown in the Palorinya Refugee Settlement Scheme in Uganda. Here, both learners and teachers describe the difference these books have made: younger children are recognizing words and building confidence with English; older students are learning to manage emotions and stress, and maintain their mental health and wellbeing; and teachers have witnessed a new enthusiasm for reading.”
“People find comfort in books, in learning things that they never knew and never learnt in school, they provide extra knowledge. There are things that you read and you are able to apply in your life. These books are life-changing.”
Peace, librarian, Dzlaeka Refugee Camp, Malawi
Insights from the Oxford 颁丑颈濒诲谤别苍鈥檚 Corpus
Starting school
Starting a new school is a significant life event that can evoke many different emotions.
Reading about characters in this situation allows children to recognize similar experiences and identify with the characters鈥� feelings, perhaps reassuring and validating their own response to this transition.
Analysis from the OCC shows that starting a new school is a theme authors return to time and time again when writing for children: there are 266 references to this transition across 176 texts.
This analysis identifies a wide range of ways in which authors present relatable emotions around the subject, such as:
- trying to fit in 鈥�
- Would they like me? How big was the school?
- felt quite diffident
- hadn鈥檛 known what to say
- I鈥檓 starting a new school and am nervous about making new friends
- I鈥檝e been lonesome [鈥 starting a new school
- starting a new school is brave
- didn鈥檛 want to go
- it鈥檚 tough starting a new school
- say goodbye to their friends
- kept a low profile
A growing disconnect with older readers
While children of all ages can gain emotional insights from a wide range of books and genres, the findings suggest that, as they get older, many need help maintaining their connection with reading.
While 57% of 12-14-year-olds recognize the value of reading, one in four (27% of 12-year-olds; 25% of 13-year-olds; and 29% of 14-year-olds) do not agree that books had helped them navigate situations they have faced. And a further 17% are neutral on the topic. This is despite many major life events and developmental changes taking place during this age range.
So why do听children听no longer acknowledge听the听real-life impact听of reading听as they听get older?听听
It is unlikely to be due to a lack of available resources; there are many books targeted at this age group, exploring common teenage experiences.
The gap could instead point to a lack of relevancy and relatability, with children not connecting with these stories, despite them exploring the complexities of their lives at this stage.
This suggests that greater support is needed to help young people find the right books that engage them, reflect their reality, and meet their changing developmental needs鈥攅specially at a time when reading engagement is shown to decline.
Based on what children told us, other reasons include听transitioning to听independent reading听and the increasing听of other types of media, such as social media:
“When mum used to read books to me, I did learn a lot from them.”
Girl, 13
“I don鈥檛 read books. I like TikTok.”
Girl, 12
Insights from the Oxford 颁丑颈濒诲谤别苍鈥檚 Corpus
Grief
Despite some pupils saying they don鈥檛 make the connection between books and their own lives, our analysis of the corpus shows that key life events and situations are explored in both classic and contemporary literature aimed at older children (KS3 and KS4).
Authors do not shy away from strong emotions associated with serious life events when writing for children. For example, the OCC provides evidence that the theme of grief is explored across both classic and contemporary literature, particularly in texts aimed at older children.
“Constant danger had kept his grief at bay but now in this dark, still place it rushed upon him. Before he could stop them, tears were flooding down his face. He felt his body shudder, then Ula’s hand closed round his arm.”
Apocalypse, Tim Bowler (2012)
“Possibly he had spoken to nobody on the coach, but buried his grief in his own heart.”
The Mayor of Casterbridge, Thomas Hardy (1886)
using the OCC suggests that the word 鈥榞rief鈥� may appear in written texts for children more often than in language spoken to children or on children鈥檚 television. This pattern was found across a wide range of emotions words, indicating that books can offer children a particularly rich resource for discovering vocabulary related to emotions.
Reading can expose听young people听to experiences of听loss in a听way that听is meaningful听but accessible, allowing听readers insight into the intensity听of this听emotion. Powerful听phrases found in writing from the听OCC听include:
- deep grief
- the weight听of grief
- the听grief in his听voice
- her face shadowed with grief
- driven mad with grief
- consumed with grief
The role of teachers in bringing stories to life
The role that teachers play in fostering a love of reading cannot be underestimated. They are uniquely placed to inspire children about reading, and witness first-hand the impact reading can have beyond the page.
In many classrooms across the UK, reading in classrooms is not just encouraged but actively embedded, with 87% of teachers reading with their pupils more than once a week.
Teachers are more likely to see听directly听how reading听helps听children deal with听the different experiences and situations they face.听Nearly听nine听in ten (87%) teachers believe that reading has helped听children听in some capacity to deal with challenging situations,听with more than a third听(37%) who听saying it helps听鈥渁 great deal鈥�.
颁丑颈濒诲谤别苍鈥檚 experiences highlight how books are a powerful tool for reflection and resilience:
“They come across tricky situations and see how problems can be overcome. They understand they are able to apply skills to similar situations they may face.”
KS2 teacher
“By experiencing characters dealing with challenging situations 鈥� children can relate to others鈥� emotions and thereby identify and manage their own emotions.”
KS3, 4, and 5 teacher
“Reading allows children to come across examples of challenging situations and how they are handled, whether positively or negatively, and potential impacts.”
KS3, 4, and 5 teacher
Many teachers deploy creative approaches to sparking engagement and bringing stories to life, with seven in ten (70%) teachers leading some type of reading activity to help children connect with and understand what they have read within a classroom setting:
“Every pupil and staff, if they can (for role modelling) read for first 10 mins of lesson 1 and 4 each day. Part of the set up for the first lesson of morning and afternoon is making sure each classes book box is in the right room.”
KS3 and KS4 teacher
“Full class reading plus allow opportunities for feedback at end of session. This creates an atmosphere where students feel comfortable to give their thoughts on what we have just read.”
KS3 and KS4 teacher
“Tasks where students read about different scenarios and the characters are faced with a problem or a dilemma. Students need to write about how they would solve the problem and why they chose that method.”
KS3 and KS4 teacher
Conclusion
Our research shows a nuanced and optimistic picture when it comes to young people鈥檚 reflections on reading.
It suggests that many children connect deeply with what they read, helping them to self-reflect and put the lessons they learn into practice in their everyday lives.
Beyond being able to learn about and recognize emotions, young people are taking the understanding and insight provided by books, and responding in more thoughtful, considered ways to real-life situations.听
In summary, reading for pleasure听is听a听powerful tool听for helping children to meaningfully understand the world around them. It encourages听deep thinking, emotional intelligence,听and critical engagement with the world鈥攕kills that听are听increasingly听vital in听a time听of change.听听
But听sustaining听this听impact听is an ongoing challenge,听especially as reading for pleasure declines as children grow older, and,听as our research听shows,听so too听does their perception of its value in their everyday lives. The question of why and how engagement is lost over time remains unanswered, pointing to an important area for further exploration. This includes identifying how reading can remain relevant to children鈥檚 evolving interests and environments, all while competing with increasing demands and distractions.听
What is clear, however, is that the stories children encounter must feel relatable to the realities they face, told through the genres and characters they connect with the most and reflecting their changing developmental needs as they grow older.
Elizabeth Munn
Managing Director of OUP’s Education division
“At OUP, we believe that stories can inspire children to ask questions, expand their imaginations, and see their place within a much bigger global story.
“This research shows how deeply many children engage with books and the important role reading plays in helping them make sense of the world around them. It’s encouraging to see how children are not only developing understanding through reading, but actively applying the lessons they find in books to everyday life. The findings reinforce the real-world impact of reading on how children think, feel, and act towards others, which is why it’s so important that every young person has access to stories that truly speak to them and support their growth.”
David Hayman
Campaign Director for National Year of Reading
“The National Year of Reading is all about helping more people discover the joy of reading and the many ways it can enrich our lives. This research shows that books and reading don’t just build literacy; they help children understand others, navigate everyday experiences, and develop the empathy and confidence they need to thrive in all parts of life.”
Our commitment at OUP
We work with our global community of teachers, parents, and schools to unlock the potential in every learner, wherever they are in the world.
As part of our commitment to literacy, we create books and resources that help to inspire a lifelong love of reading, and support young people to reap the benefits that reading can offer beyond the pages of a book.
And we know that the benefits of reading extend beyond academic achievement鈥攊t connects us to new worlds, ideas, cultures, and perhaps most significantly, to each other.
We have curated lists of titles for young people that support the development of emotional understanding and empathy and explore important real-life situations, all while introducing readers to a variety of genres.
Find out more about .
Find out more about .
Anxiety
I Could be Eaten by a Shark
Written by Marcela Ferreira
Illustrated by Mark Chambers
Being yourself
Marigold is a Chicken
by Alex Latimer
Body confidence
Everybody Has a Body
by Jon Burgerman
New home/migration
Sunny and the Birds
Written by Wendy Meddour
Illustrated by Nabila Adani
Kindness
Gordon the Meanest Goose on Earth
by Alex Latimer
Starting school
Wiska Wildflower: The New School
by Harriet Muncaster
Empathy
Phoenix Brothers
by Sita Brahmachari
Grief
My Sister Lives on the Mantelpiece
by Annabel Pitcher
For parents and teachers, we have developed support packs to help children get into reading through the topics that interest them most. For example, our 听provides tips and practical resources for use together at home.
As a partner for the National Year of Reading 2026, we have made to UK schools to inspire a summer of reading for pupils to build confidence and motivation.
We also continue to work closely with our long-standing charity partners, including , to help extend the benefits of reading to communities all over the world.
Finally, we are committed to understanding how children use language and how their reading, spoken word, and writing evolve over time.
Key to this is the Oxford Children’s Corpus, which enables us to track developments in children’s language, identify emerging vocabulary, and gain valuable insight into how young people communicate.
Through ongoing research campaigns such as , analysis of children’s writing through , and our work on , we continue to build a deeper understanding of the language and experiences that shape young people’s lives.
This research helps inform our publishing and the resources we provide, ensuring that we remain responsive to the changing needs of children and their literacy development.
Methodology
The Oxford Children’s Language Corpus is the largest living database of children’s reading and writing in English in the world, containing over 500 million words. Divided into two corpora, the Writing Corpus and the Reading Corpus, we have an unparalleled insight into how young people learn and express themselves through language.听
In the Reading Corpus, we document real words written for real children. It contains over 60 million words of texts written for children, including examples of 19th听century children鈥檚 fiction, 20th century children鈥檚 fiction, OUP 颁丑颈濒诲谤别苍鈥檚 publishing, non-fiction books, and internet material for children. Analysis of the Reading Corpus enables us to understand learning at every stage, identifying the language that children are exposed to as they grow.听
References
Dong, Y., & Nation, K. (2025).
Charting the frequency and diversity of emotion words in children鈥檚 language: Written language matters.
First Language, 45(4).
doi:10.1177/01427237251339788听
