Playing with words

We provide word game developers with our language data so that they can create games that challenge players to expand their vocabulary.听

We support two types of听word games. 鈥榃ord validation鈥� ensures that a word played in a game is a real word, like in Scrabble or Wordle. Most games display a short definition to prove the validity of any word that is challenged,听and so听developers require a list of words and definitions to be able to听validate听the words in the game.听

The other type is 鈥榳ord selection鈥�,听where games such as Wordle or wordsearches already have pre-selected words in the background as answers that the player is looking for. Developers need听additional听metadata such as wordform frequencies to be able to select familiar or unfamiliar words according to difficulty levels. They might want to exclude words like proper nouns, abbreviations, or vulgar and offensive words.听听

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

Year 1 teacher, UK

“For me, the best way to inspire children to read begins with enthusiasm. When my Year 1 class sense that I am REALLY excited for our day鈥檚 story, they can鈥檛 help but be swept along in anticipation. I make sure to take a few moments to explain why I have chosen that particular day鈥檚 book. Usually I will say things like 鈥淚 just couldn鈥檛 wait to share this with you all鈥� or 鈥淚 have a feeling you will absolutely love this one because鈥︹�� Sometimes, I simply tell them that the story really impressed me 鈥� this sends an important message to them all; I am a reader too, and I choose to read outside of school.

“While I enjoy the actual reading of the story and the moments when we pore over the illustrations, noticing crucial details, I equally love the discussion we have after the story. Typically, I will say 鈥淥ver to you! What are you thinking?鈥� and, over time, the children have become confident to share their responses: 鈥淚 loved it!鈥�, 鈥淚t made me laugh!鈥�, 鈥淚 thought it was a bit weird鈥濃�� Often, it鈥檚 these discussions that help build connections that sustain their motivation to read more.”

Senior Manager Academics, Foundation Public School, Karachi, Pakistan

“One of the best ways we鈥檝e found to get young readers excited is by starting a daily “Reading for Joy” or “Read and Greet” routine in the classroom.

“Each day begins鈥痺ith about 10 minutes when students can pick any book they like鈥攚hether it鈥檚 a story, a picture book, some informational text, or even poetry. Giving them this choice has really boosted their enthusiasm and made them feel more connected to reading.

“To help those who might be a bit hesitant, we mix in lively read-aloud sessions as part of our “Readathon” programme, along with guided reading groups and phonics strategies. After these sessions, we chat briefly about the books, allowing students to share their thoughts and feelings, which helps them relate to the text on a personal level.

“We also encourage students to recommend books to each other and set up quick classroom reading challenges. This really builds a sense of community around reading.

“Over time, we鈥檝e noticed some real improvements in how our students engage with reading.”

Acting Departmental Head, Northpine Primary School, South Africa

鈥淚 have found that when you create learning material about topics that the learners can relate to and have some knowledge about, then they tend to enjoy the reading process much more. Hence, it is imperative for me that I make use of stories that incorporate known public figures that the learners admire or trends that appear on social media so that learners remain interested. As a result, I have noticed that learners are more eager to participate in class discussions and share their own views and opinions.

“When supporting reluctant and confident readers, it is essential to create a positive and low-pressure environment. Learners are encouraged to read interest driven stories and books of their choice. I also tell learners that reading online with the aid of their cell phone or computer is also included as reading time if it is informative and helps them grow as an individual. The learners are encouraged to read magazines and identify language structures in the text.

“In 2024, Northpine Primary School was very proud to receive a mobile trolley library from AVBOB as part of their Road to Literacy Campaign in partnership with 糖心VLOG Press Southern Africa. We make a conscious effort to incorporate it into our day when we have Character Days or World Book Days. In other instances, learners have also read over the intercom to the school. We have also given the senior learners the opportunity to read to the junior learners and I am pleased to say that they enjoyed it thoroughly!”

The ‘Goldilocks’ effect’

A key principle underpinning听Readerful is what might be described as the ‘Goldilocks effect’: ensuring that reading material is pitched at just the right level of challenge鈥攏ot too easy, and not too difficult.

While levelled books are not the only type of reading children should experience, . Books that are too challenging can quickly discourage children, particularly in a world full of competing distractions. On the other hand, texts that offer a manageable stretch can foster a sense of achievement and motivate further reading.

Equally central to developing readers is the idea of identity and belonging. Children need to see themselves reflected in the books they read, as well as having the opportunity to encounter lives and experiences different from their own. We developed听Readerful in response to , working with specialists to ensure that characters and experiences are portrayed authentically and respectfully.

Library Asset Management Specialist

鈥淚’m one of the specialists who run the library in OUP’s Oxford office, looking after the Education section.

鈥�While we are a digital-first business, it’s clear that printed books still have a special place. When children visit the library with their parents, their excitement is unmistakable. We’ve welcomed pupils from small village primary schools touring both the museum and library, sometimes their very first school trip. Their enthusiasm is infectious. They begin by eagerly exploring every section, pulling books from the shelves, until, gradually, a calm silence sets in. Inevitably, they gravitate towards the children’s section, settling down with picture books.

鈥淟ibraries are vital spaces that connect people with knowledge, inspiration, and each other, and being part of the OUP library means preserving access to our trusted content and helping colleagues make the most of it every day.鈥�

Marketing Manager, Oxford Children’s

鈥淭hrough our wonderful Children’s books, we love working with libraries, and indeed librarians, in lots of ways: from organizing interactive author and illustrator events (often with an outreach focus), to partnering with key organizations like the Youth Libraries Group and School Library Association, where we exhibit at conferences, champion our creators for panel discussions, and more.

鈥淲e also collaborate closely with trusted library suppliers to make sure the right supplies find the right library shelves, and with organizations such as to support initiatives like the popular Summer Reading Challenge, where, this year, four Oxford Children’s titles were selected, including and . We’re always looking for new ways to celebrate reading through libraries, and most recently, our picture book author Donna David () was the keynote speaker at the Power of Libraries Conference and part of the London Book Fair panel on the role of libraries and bookshops in the National Year of Reading.鈥�

Consortia Manager

鈥淎s a Consortia Manager at OUP, I build long-term partnerships with library consortia and work with them to ensure consortia agreements remain workable and sustainable in complex funding and policy environments.鈥�

Creating space for strategic conversation

A central aim of the Executive Summit is to move beyond operational updates and provide space for candid, forward-looking discussion. Sessions focused on the challenges societies face as they seek to balance mission, quality, and sustainability in the context of shifting research behaviours, financial pressures, and technological changes鈥攎any as a result of rapidly-changing AI.

Participants attended a variety of session formats and explored questions around data-driven journal growth potential, portfolio stewardship, and how editorial, production, and publishing models may need to evolve. The Summit encouraged peer-to-peer exchange across disciplines, allowing society leaders to learn from one another’s experiences while engaging directly with OUP colleagues on shared priorities.

As one society delegate noted:

“I learned something new from each session and valued the opportunity to hear how OUP is approaching the most important issues facing the field of scholarly publishing today.”

Acquisitions Editor

鈥�Oxford Intersections, an interdisciplinary resource aimed at addressing key global challenges, is proud to present several upcoming climate-focused topics including听,听,听, and听.

鈥淭丑别蝉别 Intersections will publish timely and critical research from across humanities and social sciences disciplines to explore complex global issues, including how humanity and nature adapt and respond to climate change and other societally induced environmental challenges.

鈥滱n interdisciplinary approach to commissioning allows Oxford Intersections to explore concerns from a litany of perspectives, both throughout history and with a forward focus, such as in the sections 鈥淣ew Frontiers鈥� (Environmental Change and Human Experience), 鈥淲aste Futures鈥� (Cultures of Waste), and 鈥淣arratives of the Future鈥� (Climate Adaptation). These topics will provide an important outlet for researchers and practitioner experts to share their scholarship in concert, creating a kaleidoscopic resource of interlinked material that will be of interest to a variety of audiences.鈥�

Portfolio Product Manager听and听Managing Editor

鈥淭丑别 central message of听 is that the young learners of today are the changemakers of tomorrow.

鈥淏y employing a concept-based inquiry methodology in conjunction with English language learning methodologies, we aim to develop students鈥� metacognitive skills to better understand the world around them. When students can see how conceptual ideas are transferable across different situations, they are better equipped to think critically and approach the challenges we all face in the context of how to deal with a rapidly changing climate.

鈥漇tudents using听Blue Dot will explore a rich variety of content that is aligned to concepts such as sustainability, energy, and cooperation. Through this, they will discuss and debate the challenges and potential solutions to some of our biggest environmental issues both today and in the future. We hope students using Blue Dot feel as inspired using it as we felt making it.鈥�

What were the biggest considerations in balancing pedagogical integrity with flexibility?

We worked extensively to ensure that Song Pals aligns with local educational legislation while still providing the flexibility that teachers need. The听Song Pals stories strand (available with Super Fun Books) have themes relating to social and emotional development through the听Song Pals characters, which is an important area within the Spanish curriculum. We also ensured that each topic includes a wide range of graded resources in multiple formats, with clearly mapped targets and extension language. Many of these materials are even customizable. The goal was to give teachers everything they need in one place, so they don’t have to search for additional resources or spend extra time adapting materials.

We also provide learning situations, assessment material, and a Teacher’s Toolkit with teaching notes and a guide to make the most of the materials.

What was the rationale behind developing three different product formats?

The Pre-Primary market varies in terms of timetables across regions and school types, from one session a week to five, and in methodology, with some teachers requiring more extensive print formats for students and others requiring less so that they can also use their own resources in class. We also detected a need for a resource bank, leading to the creation of the Simple and Super Fun Books and the website-only option.