The findings of a new report from ����VLOG Press, More than words: the real-life impact of reading, reveal how the majority of children believe that reading shapes how they treat others and helps them to navigate real-life situations.

The new research shows that three in five children (59%) believe what they have read in a book has helped them in a certain situation—such as being bullied, losing a family member, overcoming social anxiety, or starting a new school—highlighting that the benefits of reading go further than just understanding and comprehension. Other findings include:

• Seven in ten children (70%)��said��that��reading helps them understand why people act the way they do
• More than two-thirds (68%)��said it helps them��think about how they treat other people
• While more than half (57%) of 12-14-year-olds continue to see the value of reading, both enjoyment and frequency of reading declines; 27% of 12-14-year-olds question its value in day-to-day life, with 17% undecided.

The report is based on a survey of 3,000 children aged 7-14 years old and 200 teachers across the UK, and with insights from the Oxford Children’s Corpus—the��largest living database of children’s reading and writing in English in the world, containing over 500 million words.

Reading has an impact in real-life situations

82%��of��children��agreed that��stories remind them of things that happen in real life, showing the strong connection children make between what they read and their own experiences.��

Our research also highlights the important role reading plays��in helping children to understand and talk about their emotions. More than four��in five children (84%) said reading helps them learn new words for feelings.����

Teachers are seeing these benefits first-hand. Almost all teachers surveyed (95%) agreed that reading helps children develop their vocabulary, while three in five��said they��had witnessed a pupil gain a better understanding of an emotion through reading. More than nine in ten teachers (91%) identified empathy and perspective-taking as key benefits of reading.��

Emotional��themes are not confined to��particular genres��

Our research suggests that children do not necessarily seek out books about emotions directly��but��instead gravitate towards more entertaining books��which��can��present real-life issues and emotions in accessible ways through humour or action.����

When asked what genres they prefer to read, children said they were most drawn to funny stories (49%), adventure stories (40%), and fantasy stories (30%).��However, many of the books cited alongside these genres—for example,��Diary of a Wimpy Kid, Lottie Brooks, and��Harry Potter—explored serious topics like conflict��with friends, bullying, or bereavement.��

A challenge 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.

Nearly three-quarters��(72%) of children��aged 7-10 said they liked reading,��however,��this fell��to 59%��among��11-14-year-olds.��Reading frequency also dropped, with 79%��of 7-10yr olds who said they read at least once a week, compared��with just��61% of those aged 11-14.����

One��possible reason for��this decline��is that��some��older children do not see books as relevant to their daily 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 29% of 14-year-olds)��disagreed��that��books��had��helped them navigate situations��they��have��faced. A��further 17%��are��neutral��on the topic.��

This presents an��opportunity��to��provide��more��support to help��older readers��discover��books��that��reflect��their��experiences��and��interests��so that they feel reading is more meaningful and engaging.��

Elizabeth Munn,��Managing Director of OUP’s Education division,��said:��“This research shows how deeply children are engaging with the books they��read��and using them to make sense of the world around them.��It’s incredible��to see��how��children are actively applying what they read��on a page��to��real��life—whether that’s understanding��the��perspective��of��somebody else,��navigating a situation in their own life,��or reflecting on��their own��behaviour��towards others.����

“Children are growing up in an increasingly complex world. Our��research reaffirms��that reading remains one of the most powerful ways to help them develop empathy, confidence, and emotional understanding—skills that are just as important as academic success in equipping��them for the future.”����

The report��also includes contributions��from leading��literacy and education��organizations,��including��, , and the .��

Read the full report here.

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The��Oxford English Dictionary��(OED) is a historical dictionary, containing over 500,000 entries and 3.5 million quotations to capture over 1,000 years of English.

Every quarter, we update the OED by revising versions of existing entries as well as defining new words and senses. These updates subtly broaden our understanding of the English language and its use around the world.

10 highlights from this quarter’s update��

1. We added more than 900 new words, phrases, and senses to the OED this quarter, including , , , , and . How long have we been referring to domestic animals as four-legged friends? Our very earliest quotation—from 1778—actually refers to a donkey. Jennifer Hurd, New Words Editor, about the words added this quarter.

2. Benjamin Franklin and an anecdote commonly attributed to him, Gordie Howe and his aggressive style of playing ice hockey, Iain Banks and his coming-of-age novel, a high-ranking Mughal official and his important role in the provinces of the empire… These are all people who have played a part in the story of some of the words featured, which includes new and revised entries from the Englishes of Australia, Canada, Scotland, and South Asia. Danica Salazar, Executive Editor, .

3. Amongst the new entries is , whose meaning is highly dependent on context for Australians and New Zealanders.

4. Meanwhile, (1857) is a phrase that was used to describe ships that were not within a designated area or were out of communication range. Now, it is more often used in South Asian, East African, and West African English to talk about a person who is away from their usual location.

5. is a great example of an expression that is new to the OED but not new to the language. English borrowed it from French, but it turns out that borrowing happened quite a long time ago: when we went digging, we found evidence in an English context all the way back to 1697!

6. We’ve finally revised one of the oldest words in English, and indeed, music——proving an immensely productive source of new words, from , , to . Graeme Diamond, Executive Editor, provides a whistlestop tour .

7. We’ve recorded 150 senses relating to the word , meaning crown, wreath, garland, or circle. It’s used in a wide range of scientific terms, including some that describe scientific phenomena, and others that describe anatomical features in both humans and animals. Read more from OED Science Editor Catherine Bowden .

8. We disentangle the pronunciation of , which gets more complicated when it comes to derived forms , , and . Read more from Senior Editor Aliki Pantos and Executive Editor Catherine Sangster .

9. We’ve linked around 500 more senses to the computing and information technology section of the Historical Thesaurus of the OED, both ancient (by computing standards at least) and modern. from Mike Timpany, OED Science Editor.

10. And lastly, in some of our entries you��can now use a tool called the AI Quotations Finder. This is an AI-powered tool,��launching in beta,��that can be used to provide more usage evidence of a particular OED You can find guidance at .

Explore the update in more depth .

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The Oxford Test of English has been officially recognized by Vietnam’s Ministry of Education and Training (MOET) for use across the country’s education system—marking a major milestone for learners, educators, and institutions nationwide.  ��

Following Decision No. 1429/QĐ-BGDĐT, the test is now formally aligned with Vietnam’s National 6-level Foreign Language Proficiency Framework and can be used for university admissions and training. 

This nationwide recognition reflects Vietnam’s growing focus on international standards in education and increasing demand for practical English skills. ��

By adding the Oxford Test of English to its approved qualifications, Vietnam is giving learners greater flexibility and choice, which will enable them to demonstrate their English proficiency through a globally trusted assessment. ��

Sara Pierson, Managing Director, Oxford English Assessment, said:��“We are delighted that the Oxford Test of English has been recognized across Vietnam. This milestone reflects our commitment to providing accessible, flexible, and reliable assessment that helps learners demonstrate the real-world English skills they need to succeed in study and work.” 

A practical test for real‑�ɴǰ����� c�dz����ܲԾ������پ��Dz� ��

Developed by ����VLOG Press and certified by the University of Oxford, the Oxford Test of English is designed to assess how well learners can use English in everyday academic and professional contexts. 

The test covers all four key skills: Listening; Speaking; Reading; and Writing.

Aligned to the Common European Framework of Reference (CEFR), it goes beyond theory—focusing on real-life communication such as presenting ideas, understanding specialized content, and writing emails and reports. 

The Oxford Test of English is built for convenience and flexibility: ��

• 100% online delivery at approved test centres 
• Modular format: take all four skills or individual modules
• Adaptive testing: questions adjust to each learner’s level
• Fast results: same day for Listening and Reading; within five days for Speaking and Writing.

This approach allows learners to tailor their test experience, save time and cost, and focus on the skills that matter most to them. ��

Delivered in Vietnam with trusted local expertise ��

In Vietnam, the Oxford Test of English is delivered in partnership with UKTA International Education Joint Stock Company (UKTA), the exclusive distributor of the test in the country.

UKTA works closely with local education partners to develop and manage a nationwide network of approved test centres, ensuring that every test is delivered in line with our standards.

Beyond expanding access, UKTA also plays a key role in quality assurance, helping to provide a secure, consistent, and reliable testing experience for candidates across Vietnam.

With a growing network of approved test centres across the country, students can now access the Oxford Test of English easily, with flexible test dates available year-round.  ��

The test’s recognition within Vietnam’s national framework provides a clear pathway for learners to meet academic requirements, support graduation, and strengthen their career prospects in an increasingly global environment.

Discover how the Oxford Test of English can support your goals .

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More than 2,000 primary schools and education non-profit organizations (NPOs) across South Africa will receive new mobile trolley library resources in 2026 as the AVBOB Road to Literacy campaign expands to its largest scale yet, introducing braille-inclusive trolley libraries for the first time.

Announced at a Johannesburg event attended by Minister of Basic Education Siviwe Gwarube, the initiative will deliver 2,000 trolley libraries to under-resourced primary schools and NPOs nationwide. Each mobile trolley contains 500 Curriculum and Assessment Policy Statement (CAPS) aligned books, bringing the total number of books distributed this year to one million. The campaign continues to prioritize communities with limited access to quality reading materials.

The AVBOB Road to Literacy campaign was launched in partnership with OUP Southern Africa in 2022 to help address South Africa’s literacy challenges by providing primary schools and education NPOs with mobile classroom libraries filled with CAPS-aligned books. The initiative focuses on the Foundation and Intermediate Phases and is designed to give learners more regular access to age-appropriate reading materials that supports literacy and numeracy.

A major development in 2026 is the introduction of 10 braille-inclusive trolley libraries for selected schools and organizations that support blind and partially sighted learners, bringing the total number of trolley libraries to 2,010. Each of the braille trolleys contain more than 100 braille anthologies and 350 sighted Aweh! readers, and make it possible for blind, partially sighted, and sighted children to engage with the same stories.

Karen Simpson

Managing Director of OUP Southern Africa

“The need for books that children can see themselves in, and access in ways that are meaningful for them, has never been clearer. Bringing braille into Road to Literacy for the first time is an important step forward. It allows more learners to experience the joy of story, language, and learning, while creating opportunities for shared reading across classrooms and communities.”

From 2022, to 2026, the AVBOB Road to Literacy campaign has donated 3,893 trolley libraries and distributed approximately two million books, reaching just under 4,000 beneficiary schools and education NPOs. With the 2026 rollout now donating braille libraries, the initiative continues to grow in scale while widening the kinds of learners it can reach.

Minister of Basic Education Siviwe Gwarube noted: “Partnerships with business can go a long way towards improving educational outcomes in the country. AVBOB has been an incredible partner to the education sector, and their trolley libraries are bridging the literacy gap in under-resourced schools. The inclusion of braille books in this year’s trolley libraries will ensure that even learners with visual impairments are not left behind in the literacy journey. Access to knowledge and the joy of reading must extend to every child, regardless of their circumstance. We must work collaboratively as business, government, and society to build a just and equitable education system.”

Nakedi Pilane, Executive Director: Business Development and Financial Services at AVBOB, said:��“The increasing demand for trolley libraries has been one of the clearest indicators of the initiative’s value. Schools that initially received a single trolley now request��additional resources to support the momentum they see in their learners. Teachers tell us about classrooms that feel more energized, about learners who look forward to reading time, and about children who are discovering language as an avenue to curiosity and self-expression. These shifts may appear modest, but in educational terms, they represent meaningful, long-term progress. When reading begins to take root, a community begins to unlock its potential.”

You can watch a recap of the 2026 recipient announcement ceremony .

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The��Oxford English Dictionary��(OED) is a historical dictionary, containing over 500,000 entries and 3.5 million quotations to capture over 1,000 years of English. We update the OED every quarter, revising versions of existing entries as well as defining new words and senses, all subtly broadening our understanding of the English language.

10 highlights from this quarter’s update��

1. This update contains more than 500 new words, phrases, and senses, including ��and��.��The OED Executive Editor, Craig Leyland, shares more about the words added��this quarter in��our��.

2. With more than 950 revised senses, we’ve��updated the entries relating to various major word families, such as��bounce, heal,��and��drop.��Word groups such as these are fundamental, wide-ranging, and productive elements of English. Through the centuries they appear in new contexts, in new locations,��and are��adapted by people to fit their changing circumstances.��For example, we now show that people have talked of����babies on their knees since at least 1836,��of����since 1707,��and of  being used by��fishermen��since 1695.��

3. Our entry for  shows a new sense, where it’s used to designate animals as particularly appealing to humans, and therefore popular with conservation causes that use them to gain support.

4. OED editor, Jeffrey Sherwood, uncovers the , which��originally��meant almost the opposite of what it means today.

5. We also recognize  as an adjective to cover a more recent use meaning ‘jealous’.

6. As part of our , this release sees additions from Hong Kong, the Philippines,��Malaysia, Singapore, South Africa, and Ireland. Find out more in��our����by OED Executive Editor, Danica Salazar.

7. In Malaysian and Singaporean English,  denotes guesswork or estimation, and is most��frequently��used in the context of a particular way of cooking, in which ingredients are added based on estimation and intuition rather than��accurate��measurement.

8. The Hong Kong pastry, ,��does not��contain��pineapple, but its cracked, baked topping resembles the skin of this fruit.��Meanwhile, a����is��a��communal meal at��which��different kinds��of food are laid out, typically on banana leaves, and eaten with��the��hands.

9. , dating to��2011 and��1986��respectively, is a colloquial phrase��used by��Irish people to introduce or emphasize a statement, or to express resignation or acceptance of a situation.

10. We are now providing multiple audio pronunciations for some British and U.S. transcriptions. Find out more in ��from Holly Dann, pronunciation editor.

Explore the update in more depth .

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This year, Oxford Big Read brought together students from 15 countries in a truly global celebration of reading, creativity, and collaboration.

The is an international competition that��encourages students to read OUP books and complete a creative project based on their reading. With three competition levels aligned to school classes, Oxford Big Read continues to foster literacy development at every stage.

This year, participation��soared across participating countries,��which included Colombia, Chile, Costa Rica, Peru, Mexico, Japan, South Korea, Taiwan, Vietnam, Thailand, China, Indonesia, Cambodia, Malaysia, and India—which saw a 363% year-on-year increase in submissions.

After months of reading, creativity, and exceptional student participation across continents, we are delighted to announce the Oxford Big Read Global 2025 winners. Their entries��demonstrated��outstanding imagination, storytelling skills, and deep engagement with their reading.

Level 1 – ages 5-8

Participants read an OUP book and then designed a new cover.

Winner: Mu Zha

From Mainland China

Entry:��A New Home��by Jan Burchett and Sarah Vogler��

“I am��a big fan��of this book. The pictures are funny. And I love the different shoe homes best. If I had a shoe as my home, I would wish it to be a roller skate. It would have enough room for my family and friends, and it could move fast just like a roller skate.”

Runner-up: Raniah Raiziel Battad Bumutay

From Thailand

Entry:��Let’s Make Pizza by Rachel Wilson

Level 2 – ages 9-12

Participants either: read an OUP book and wrote a response describing what they found interesting about the book; OR designed a poster��representing��their understanding of the book.

Winner: Pham Chau Anh

From Vietnam

Entry: Hachiko��by Nicole Irving

“The story of Hachiko, an Akita dog, is one of the most touching stories in Japan.��This picture is��very important��because it makes us feel both sadness and admiration. When we see Hachiko sitting alone, we feel the pain of waiting, but also the beauty of never giving up.”��

Runner-up: Yufei Shen

From Mainland China

Entry: Decline and Fall by Evelyn Waugh

“The slogan I give the poster, “Going, Going,��Gone”,��is the cruel sound of a society making a deal, much like the voice-over in the movie��The Truman Show. Though my poster has a vintage-chic style, if you look closely, you will find the cold interior.”��

Level 3 – ages 13-15

Participants either: read an OUP book and wrote critical review describing the theme, plot, and characters; OR��compared and contrasted two books.

Winner: ����̣����Anh������ô����

From Vietnam

Entry: Madame Marie Tells the Future by Lynne Marie Robertson

“The book teaches me that everyone has a dream and a special talent. I have learned that if we believe in ourselves, we can feel stronger and try harder. The message of the story is that kind and positive words can give us courage, and this makes me think about my own future too.”

Runner-up: Leyang Li

From Mainland China

Entry: Pride and Prejudice by Jane Austen

“Austen’s message is clear: true love and happiness come from understanding, respect, and the willingness to confront one’s own flaws. She rejects the idea that marriage should be based solely on social status or financial gain, instead arguing that emotional connections and shared values are far more important.”

For each level, students were rewarded for their contributions with prizes—from��certificates and digital subscriptions to national prizes sponsored by Faber Castell, Amazon, and The Hindu Young World.��The prestigious global awards included��iPads and even an internship opportunity with our English Language Teaching��Graded Reader team.��

With global winners representing Mainland China, Vietnam, and Thailand, Oxford Big Read continues to connect students across continents through the joy of reading. Congratulations to all our winners and runners-up for their exceptional achievements.��

Find out more about the Oxford Big Read��.

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We have launched a new Oxford Test of English Learner Corpora (OTELC) research competition, designed to support emerging researchers and showcase innovative academic work using learner data from the .

The to students currently studying for a Master’s degree in Linguistics, Corpus Linguistics, or Language Assessment. Entrants will be asked to submit a research proposal outlining their project and clearly explaining how the OTELC will be used as primary data to support their methodological approach and research objectives. A reference letter from an academic supervisor or course leader will also be required.

The OTELC is a collection of written and spoken texts produced by test takers who sit the Speaking and Writing modules of the Oxford Test of English. These responses are transcribed, structured, linked with metadata (such as first language, age, gender, CEFR level), and are annotated for error types.

Developed as monitor corpora, the OTELC is designed to grow as new test taker responses are added. It provides authentic samples of learner language, offering insights into how learners of English produce written and spoken texts and the linguistic features they use.

As a rich linguistic resource, the OTELC enables research across applied linguistics, language assessment, and English language teaching, giving researchers opportunities to examine patterns in learner performance, explore the challenges faced by test takers, and generate findings that can inform pedagogy and assessment research.

Anthony Green

Research Director, English Assessment

“The Oxford Test of English Learner Corpora competition represents an exciting step in opening up our rich learner data to the next generation of researchers. By supporting postgraduate students, we’re not only encouraging innovative academic work but also strengthening the bridge between assessment research and real-world classroom impact.“

on 15 February 2026, with the deadline for proposals and reference letter submission falling on 31 May 2026. We will announce shortlisted project proposals in July.

From the submissions received, the strongest applications will be selected for the next stage. The overall winner will receive an iPad Air and will have their research published as part of our collection, giving valuable visibility to their work within the English language teaching and language assessment community.

You can read more details on the competition, eligibility criteria, and submission guidance , and find out more about the Oxford Test of English .

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As universities worldwide reconsider how English proficiency is assessed, traditional one-size-fits-all tests often fail to reflect the real skills students need for academic and professional success.

Responding to this, we’re proud to have launched a whitepaper today, exploring the topic of .

Created in partnership with��, our new whitepaper examines:

• What skills institutions really value to ensure academic and social preparedness
• Why conventional English tests are falling short
• How technology and AI are transforming assessment
• What universities should look for in effective language testing.

The findings of the whitepaper reinforce our commitment to delivering English language assessment that is adaptive, authentic, and aligned with the real communication demands of academic and professional environments. It also demonstrates how the continues to evolve to meet the expectations of learners, educators, and universities worldwide.

Sara Pierson

Managing Director, English Assessment

“There’s��growing recognition that assessment must reflect real-world communication and the diverse ways students use language in academic and professional settings.��As the whitepaper sets out, the push for a more��holistic approach��to English-language testing recognizes that language is vital in supporting meaningful engagement with the world around us, not a standalone exercise.“

On 11 March 2026, together with��Times Higher Education, bringing together a panel of experts to explore the critical components for effective language assessment today, and how recognizing the right English proficiency tests can promote successful learner outcomes.

As the needs of learners and institutions evolve, English proficiency tests must actively enable student success, including integrated, task-based designs that mirror real-life language use. A more holistic and adaptive assessment can ensure that test preparation builds skills that translate to professional, academic, and social success, while offering a baseline for targeted support and developmental guidance for students’ academic journey.

Anthony Green

Research Director, English Assessment

“As the university experience becomes increasingly digital, interdisciplinary, and collaborative, we have to ask ourselves whether current English-language tests are truly measuring the communication skills students need for today’s world. It’s time to rethink what effective assessment looks like.“

You can download the full whitepaper and register for the webinar .

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Young people from across the UK have voted for��peace as the Oxford Children’s Word of the Year for 2025.

For more than a decade, our experts and academic researchers have tracked and analysed the evolution of children’s language and how it is used to reflect their emotions and experiences each year.

In 2025, we surveyed opinions from almost 5,000 children across the UK aged 6-14 years old. Based on the most common responses and themes, we shortlisted three words—peace, AI, and resilience—and asked young people to vote for their preferred winning word.

In the final results,��peace��came out on top with 35% of the vote, narrowly followed by��AI (33%), whilst 21% opted for��resilience.

Peace chosen in response to global conflicts

Our research highlighted children’s awareness of current affairs. When asked why they chose��peace, one in ten children mentioned ‘war’, whilst some highlighted specific conflicts such as ‘Ukraine’ or ‘Gaza’. Words such as ‘need’, ‘want’, and ‘should’ were frequently mentioned in their answers when calling for peace across the world.

A study of the Oxford Children’s Corpus—the world’s largest database of writing by and for children in the English language containing over half a billion words—reveals mentions of��peace in children’s stories submitted to the BBC 500 Words competition has increased by 60% since 2015.

AI selected as runner-up for the second year in a row

For the second year running, children selected AI as the runner-up. When asked why they chose the word, a fifth of children (20%) mentioned ‘hearing’ and ‘talking’ about AI, highlighting its ubiquitousness in daily life.

Similar to last year, when asked how the word made them feel, children gave positive responses, with more than one in ten using the adjective ‘excited’ or ‘exciting’. More than a quarter of six-to-eight-year-olds (29%) chose��AI as their word of the year, demonstrating how even very young children are aware of the everyday role AI plays.

Six-seven gives children social currency

We also asked young people to choose their slang word of the year. Almost half (47%) of children chose��six-seven��as their slang word of the year, followed by��aura��(24%) and��delulu (7%).

Our research revealed that the use of��six-seven��among children fosters inclusivity and social currency, with almost one in ten mentioning ‘friends’ when asked how they use the term, with more than a quarter (28%) citing ‘fun’ and ‘laugh’ when asked what��six-seven��meant to them.

While 12% of children admitted��six-seven had no meaning, most children highlighted the value of such words, with 72% of children stating it was important to have words they only use with friends.

Andrea Quincey

Director of Early Years and Primary Publishing

“A key theme we see from our Oxford Children’s Word of the Year research is just how attuned children are to current affairs. This year is no different; whether that’s calling for peace in response to current conflicts or highlighting how AI has permeated daily life. Perhaps it’s no surprise that six-seven is voted, overwhelmingly, as their slang word of the year. A word which brings them laughter and joy and connection with friends. We see how important it is for children to have agency over their language away from the grown-up world and share words that adults can’t understand.”

Supporting the National Year of Reading by fostering a love of words

We are calling for schools in the UK to participate in the next Oxford Children’s Word of the Year to further support children’s reading, vocabulary development, and oracy skills. We have developed an activity pack with tips and resources for schools that want to take part, including how ‘word of the year’ conversation sessions can encourage book talk and language development. More details on how schools can get involved can be found .

To mark the announcement, and to support the , we are collaborating with the on school events across the UK. The author-led events will encourage children to engage with different forms of reading and reflect on the words they read, speak, and learn about.

Jonathan Douglas CBE, Chief Executive of the National Literacy Trust, said: “Language plays a profound role in shaping our society, culture and identity. Understanding how children and young people make sense of the words they encounter in their daily lives, take ownership of them and play with their meaning, demonstrates the power of language for helping us comprehend the world around us and our place in it.

“The National Year of Reading will enable us to give more children and young people new opportunities to experience language in ways that are fun, relevant and help them connect with others. Throughout the year, we will work with ����VLOG Press and a number of incredible authors to bring the magic of reading and words to life for children and young people across the UK.”

You can read the full details of our research in the Oxford Children’s Word of the Year 2025 report .

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