At OUP, we recognize the importance of building confidence around reading, nurturing it as an essential skill for success, and inspiring a lifelong love of reading that can continue throughout people’s lives. All forms of reading are valid, and we support reading in a variety of digital formats, broadening access to reading opportunities in line with our mission.

Expanding access to language and literacy is reflected in the work of our team. Not only does the team publish trusted dictionaries, it also provides the lexical and language datasets empowering a wide range of technologies and applications, supporting learning and comprehension across our digital lives.

Oxford Languages offers a variety of dictionary data in more than 60 languages. Providing dictionary content in digital format supports integrated experiences in operating systems, eReaders, educational software, accessibility tools, and more. These digitally embedded experiences have become the preferred route to find the meaning of a word or synonyms in the digital age.

Supporting a lifelong love of reading

The ability to support comprehension, vocabulary development, and inclusive learning is just as important as the content itself.

Through , a reading app developed by OverDrive, we’re able to enhance reading outcomes for millions of readers of all ages by making trusted language data available through a global digital library platform.

Our dictionary data is integrated into the app, allowing students to seamlessly look up accurate definitions for words as they encounter them, including via Sora’s ‘read-along’ mode.

Inspiring a new generation of poets

We’ve worked with the charity t since it was founded in 2012. Its national poetry-speaking competition for schools and colleges in England helps to develop students’ confidence in poetry in an accessible and engaging way.

The charity’s website contains anthologies which link out to selected open access听 entries, allowing students to explore the historical context behind the language used in poems, deepening their appreciation and understanding of the art form.

The competition has continued to grow, and in 2025 over 127,000 young people were invited to learn a poem, with over 1,600 schools taking part in the national competition. Each winner is awarded a digital subscription to the听OED for their school, as well as a book of poetry published by OUP to take home. We’re proud to work alongside Poetry by Heart to foster a lifelong appreciation of poetry and language beyond the classroom.

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

In conversation with听the听mobile game developer鈥�,听we听came up with听the idea of听creating a package of dictionary-related features from our database in a consistent, clear format to serve as a toolkit to听developing听a variety of word games. Thanks to our toolkit,听we鈥檙e听supporting developers to create听appropriate, family-friendly games backed by our trusted language data, including听Easybrain鈥檚听Easy Words.听More recently,听we鈥檝e听been working with a听nursing听start-up with an interest in how听neuro听training can support patients with symptoms of dementia, to create the听word听game鈥�.听And finally,听Netflix鈥檚听Boggle Party听is听powered by our data to听validate听words and听provide definitions.听

More information about the toolkit can be found听.

Seen (and heard) on screen

Our dictionaries and their data are intrinsic to programmes like听Countdown, in which Oxford dictionaries are used to validate contestants’ answers as well as to suggest even longer, or more interesting, words.

This year,听Jeopardy!听added a new category to their quiz show named 鈥楴ew to the听翱贰顿鈥�,听testing contestants鈥� knowledge of words that entered the听Oxford English Dictionary听in one of听our听.听

Meanwhile, BBC Breakfast has launched a quiz featuring questions compiled by our lexicographers. One such question looked for avian-related synonyms of the words听quick,听ultramarine,听avoid,听cower, and听kooky. Ready for the answers? Head to听the听.听

Lastly, you can now hear from听OED听editors Fiona McPherson and Craig Leyland in our brand-new podcast,听. Listen as Fiona and Craig discuss recent additions to the听OED,听disclose听the mysterious practices of the historical lexicographer, and highlight intriguing aspects of our听language鈥檚听evolution.听

Fiona McPherson

Executive Editor, Oxford English Dictionary

鈥淥UP鈥檚 mission is central to everything that the鈥疧ED鈥痙oes, and public engagement plays a huge role in that. It is something that the鈥疧ED鈥痟as always valued and celebrated, from the early days of compiling the First Edition to the quarterly鈥疧ED鈥痷pdates published online now. The work we do as鈥疧ED鈥痚ditors is both informed by, and helps to, foster a love of words and learning in the public; whether it is by them contacting us about words they have encountered in their daily lives which are not yet included in the鈥疧ED, furnishing us with supporting material for the words already included, or even by the positive responses to our updates.听

鈥淎s we approach the 100-year anniversary of the completion of the First Edition of the鈥疧ED, it鈥檚 interesting to reflect on how those original editors might have viewed the work of their modern-day counterparts, and what they might have made of a very 21st鈥痗entury example of public engagement鈥攖he launch of an鈥疧ED鈥痯odcast.鈥澨�

You can join our mailing list to receive updates about celebrating the centenary of the听Oxford English Dictionary in 2028 .

The post Games, books, and quiz shows: supporting integrated dictionary experiences appeared first on 糖心VLOG Press.

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

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 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.

49%

Funny stories

40%

Adventure stories听

30%

Fantasy stories

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.”

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.

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)

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

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.

“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

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.

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.

“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)

• 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�.

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

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.

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

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

The post More than words: the real-life impact of reading appeared first on 糖心VLOG Press.

During the , we have been exploring how we can support teachers and parents help young people to 鈥榞o all in鈥� on reading.

Our commitment goes far beyond the UK. We work closely with schools, governments, and communities around the world to raise reading attainment and foster a lifelong love of reading.

We spoke to members of our global teaching community and asked them how they have encouraged and inspired their pupils to read more.

Chris Baker

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.”

Rupali Sachdev

India

“I realized that the conventional ways of encouraging reading鈥攔eaders鈥� clubs, book discussions, sharing summaries鈥攚ere not working for my students. So I did the reverse. I started a Writers鈥� club where the focus was on creating, and reading became a natural outcome of that process.

“One of the most effective strategies was using short, powerful extracts from texts like Helen Keller鈥檚 The Story of my Life and The Diary of a Young Girl by Anne Frank, followed by creative prompts such as imagining 鈥渢hree days to hear, taste, or smell鈥� or a diary of a revolutionary in hiding. The extracts sparked curiosity, and the writing created a personal connection, often leading students to seek out the original text.

“I also shared anecdotes from books like Letters from a Father to His Daughter, Bahuroopi Gandhi and Poisoned Bread and these fragments stayed with them, quietly nudging them towards reading the entire book.

“Another engaging activity was pairing students with different characters and asking them to create dialogues. To do this meaningfully, they had to explore the characters further, and in the process, discovered new books through each other.”

Mariam Sajid

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.”

Ms Suen Suzanne Tse Shan

Head of English Language Education KLA & Head of Innovation Learning Committee, Buddhist Sum Heung Lam Memorial College, Hong Kong

“In Hong Kong鈥檚 shifting linguistic landscape, we have revitalized literacy through our English Morning Reading Scheme (EMR). Recognizing that consistency is key to motivation, we implemented a weekly 15-minute collaborative session where all teachers and students read together.

“To cater to diverse learners, my team produces six levels of bespoke, “bite-sized” digital texts every week, specifically designed to mirror Hong Kong Diploma of Secondary Education exam question types. This ensures students build a reading habit while developing essential examination skills. This is paired with a peer-reviewable “class dictionary”: a digital spreadsheet for sharing new vocabulary. Since 2022, this whole-school routine has transformed our environment; average reading participation skyrocketed from just 17% to over 59% across both junior and senior forms. This nearly fourfold increase proves that when teachers act as collective motivators, we can successfully replace academic intimidation with confidence and curiosity.”

Elton van Wyk

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!”

Bancy Malandi

Consultant educator, Kenya

鈥淟earning to read is like lighting a fire. Such pivotal moments are when you watch a child discover the joy of reading. In my classroom, enthusiasm for books grows when reading feels meaningful, achievable, and shared.

“In Kenya, literacy outcomes are improving. However, many learners still struggle to read confidently at grade level. This reality shapes my practice and reminds me there is no single approach that works for every child. For beginner readers, systematic phonics provide a strong foundation, reinforced by labelled classroom spaces which help learners recognize words naturally throughout the day.

“As confidence grows, I introduce simple storybooks and model expressive reading, focusing on tone, pace, and emotion. Learners practice in pairs or small groups, predicting stories through picture walks and sharing their thinking aloud. These routines build comprehension while giving every learner a voice. Reluctant readers are supported through paired reading and stories drawn from their own experiences, helping them feel seen and understood.

“Reading is also extended beyond the classroom. Short reading tasks at home create routine and resilience, while digital tools such as audio stories and school laptops sustain motivation and strengthen listening skills.”

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Caroline Derby, Head of Reading & Languages in our Education division, explores the often overlooked challenge: how do we keep children reading, once they’ve learned how to read?

Teaching young children can sometimes feel like working through a checklist of milestones. But as any parent or teacher can tell you, reaching these milestones is only the beginning.

Developing lifelong readers requires more than mastering the mechanics of decoding words on a page. Comprehension, fluency, and background knowledge are all areas which need to be nurtured over time. Equally important are the less tangible elements of reading development, including confidence, motivation, and a sense of identity as a reader. These factors continue to evolve throughout childhood and beyond.

Teachers frequently highlight the transition from as a particularly challenging stage. At this point, children are expected to move beyond basic skills and begin engaging with texts more independently and meaningfully. Without the right support, some children can lose confidence or disengage from reading altogether. Sustained support during this phase is crucial in helping children build both the skills and the enthusiasm needed to continue their reading journey.

Programmes such as听 are designed to support this transition, combining structured progression with engaging texts that help children move from learning to read towards reading with confidence and independence.

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.

Reading together

Modelling fluent reading is a key part of helping children developing fluency for themselves, and for creating moments of connection, turning reading into a shared experience that children associate with warmth, interest, and enjoyment. One distinctive feature of听Readerful is the , which are made to bring children and adults together. They are full of fun and humour, easy to pick up and enjoy, but still have plenty to talk about and discuss together.

Above all, reading should never feel like a chore. Children are naturally curious and often delight in humour, imagination, and discovery. A broad range of topics and genres helps ensure there is something to capture every interest.

Supporting children to discover what to read next is equally important to encourage ongoing reading. Thoughtful signposting, linked by topic or genre, can help children build their own reading pathways based on their developing interests, giving them a sense of ownership over their reading journey. In tune with the , we help children find what they are passionate about and use reading as a way to deepen and enrich their experience.

Keeping up the momentum

To ensure that reading momentum continues beyond the National Year of Reading, we need to embed reading for pleasure into everyday life: making it a sustained cultural priority in schools, homes, and communities, rather than a time-limited initiative.

Approaches that combine strong foundations in reading with opportunities for choices and enjoyment, such as听Readerful, can help children develop not just the skills to read, but also the confidence and curiosity to choose reading independently. In the long term, we hope it helps children to see themselves as readers with their own interests and identities, who return to reading because it enriches their lives.听

You can find out more about Readerful .

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To celebrate Libraries Week, we鈥檙e spotlighting OUP colleagues who help support and champion libraries through their work. Taking inspiration from this year鈥檚 theme, Libraries Change Lives through literacy and reading, we want to recognize the many libraries we work with around the world, and the role they play in connecting people with stories, knowledge, and community – particularly pertinent during the National Year of Reading. Here are some of the roles across our organisation that support Libraries.

Michael Spurling

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�

Kathi Fountain

Head of Business Development, Institutional Sales, Americas

鈥淚 joined OUP’s Academics Sales team in 2017 after nearly 20 years working as a librarian. Libraries and publishers really are aligned in their objectives to share knowledge and enable the creation of new knowledge鈥攚e are simply approaching these from different perspectives. For my part, I have relished the opportunity to better understand the inner workings of publishing. It has enabled me to serve as a translator between librarians and the Press.

鈥淎s part of this work, I have coordinated librarian feedback, and presented alongside librarians, including at a Choice webinar, all to further our mission.鈥�

Anna Shannon

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�

Julia Mielish

Discovery Manager

鈥淎s the Discovery Manager for OUP, I have the unique ability to apply my experiences as a librarian to听ensure听that we provide exceptional service and support for libraries that听acquire听OUP content. Working with the Discovery Working Group and our mutual library discovery partners, we prioritized setting up a NISO standard for KBART Automation, a service which streamlines and automates tracking of OUP content in library catalogs. This service is updated monthly with little interaction or ongoing maintenance, thanks to an API linking OUP to our discovery partners. In addition, libraries can听purchase听title-by-title content more freely without having to manage collections and activate specific titles within large collections. Librarians report being excited听for听the new offering and that it saves hours of manual work for their library staff.听听

鈥淲e are the first university press to automate KBART delivery, and work like this cannot be successful without strong collaboration across OUP that ensures that our metadata is accurate and can be delivered in a securely ensuring trustable data for our libraries.鈥�

Kate Dennis

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�

Molly Hansen

Marketing Manager

鈥淚’ve always been a massive fan of libraries and librarians and am so grateful that my work at OUP intersects with them. Three years ago I completed a Master of Library and Information Science (MLIS) degree at the University of North Carolina at Greensboro which gave me key insights into the ever-evolving world of libraries, archives, and more.听听

鈥淢y role at OUP recently expanded to include work on Library Community Initiatives which includes collaboration with librarians on conference sessions, webinars, and other content exploring changes in the industry and the evolving needs of library professionals.听I鈥檓听thrilled to be stepping into this work and look forward to working with librarians around the world.鈥�听

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Song Pals is a new Pre-Primary course created in collaboration with , designed to make learning English fun, musical, and engaging for young learners in Spain. Launched in early 2025, the course brings together Super Simple’s catchy songs and characters with our expertise.

Built with extensive teacher input, Song Pals offers age-appropriate topics, flexible teaching pathways, and a wide range of resources to support diverse classroom needs.

We spoke to Louise Philip, ELT & CLIL Primary Product Manager, and Celia Garcia, Assistant Product Manager, about the creation of the course.

What specific needs or challenges did teachers express that led us to rethink traditional Pre-Primary course formats?

We did extensive market research, including classroom observations in several regions in Spain, interviews and an in-person focus group in Madrid with teachers using both course books and their own material. We discovered that all teachers shared similar challenges and had similar needs. What stood out most was that all teachers wanted flexibility鈥攖o choose topics in the order they wanted, and to be able to teach what they wanted in any order.

Also, many teachers told us that the pre-primary context is becoming increasingly fragmented: rotating teachers, very limited timetables, and the need to align with Spanish-language content, which leaves little room for more traditional, linear ELT courses.

How are children responding to听Song Pals, especially the music-based learning approach?

Teachers told us how much their students already loved Super Simple’s songs and characters, and they were used to using the songs in class to present and practice language. Children are also fascinated with the Noodle puppet which helps bring Song Pals to life!

In your view, what makes听Song Pals unique鈥攅ither in terms of pedagogy, format, or its collaboration with Super Simple?

There are so many things that make it unique! The fact that the topics are a result of teacher collaboration, the Fun Book format which really engaged students and teachers, the iterative content added termly to the Song Pals website to ensure engagement, and, of course, the fantastic songs.听Song Pals also includes customizable resources and innovative and digitized stories designed to interact directly with all the content in the pages.

Celia Garcia, Assistant Product Manager

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.

Louise Philip, ELT & CLIL Primary Product Manager

Find out more about Song Pals .

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Last week, we attended the London Book Fair to celebrate the vital role that publishing plays in our society, emphasize our support for authors, and come together with fellow publishers to mark the National Year of Reading.

London Book Fair is an international trade fair that brings together the publishing community in one place, providing the opportunity for us to connect with contributors and partners, share our insights as a leading voice in the industry, and celebrate the power of publishing.

During the three days of the fair, colleagues from across OUP met with customers and partners from around the world, exploring new opportunities and strengthening relationships during wide-ranging discussions.

Standing with authors and fellow publishers

We are proud to support the , which launched on the opening day of the fair.

Nearly 10,000 authors added their names to a book titled Don鈥檛 Steal This Book, protesting against mass copyright infringement by tech companies to train AI models. 1,000 copies of the book were published and appeared across publisher stands throughout the fair to raise awareness and visibility.

The initiative delivers a clear message: the UK government must not legalize book theft to benefit AI companies.

We stand with the publishing community in urging the government to reconsider their position of copyright exception. We need to harness the power of AI in a way that supports and sustains the researchers and educators whose work we publish and disseminate鈥攕omething that can be achieved effectively and fairly through negotiated licensing arrangements.

 

Moving knowledge and learning forward with our communities

Across the three days of the fair, our exhibition stand was a hive of activity and showcased the breadth and depth of our publishing across academic, research, education, English language teaching, and assessment. Colleagues across OUP鈥攆rom Sales, Marketing, Rights, Translation, and Editorial teams鈥攈osted hundreds of meetings with contributors and potential partners, many of whom had travelled from abroad to experience the fair.

Jurgen Verhaegen, Director – Core Markets in our English Language Teaching division, shared his takeaway from the fair:

鈥淚t was great to reconnect with several of our key existing partners, strengthening our ongoing collaborations and aligning on priorities for the coming year. The level of interest and the quality of conversations were encouraging.鈥�

We presented a selection of exciting new Oxford 颁丑颈濒诲谤别苍鈥檚 titles to a room of independent booksellers, including a range of picture books and two exciting new fiction titles: Gordon Saves the Day by Alex Latimer and The Diary of Wiska Wildflower: The Crystal Cave by Harriet Muncaster. We also unveiled the first books in our new , publishing in May and inspired by the Sky Kids TV show.

Eleonora Cavalli, Key Account Manager in our Education division, reflected on the presentation: 鈥淚t is always quite energizing to be in a room full of booksellers ready to champion reading and excited to know what is publishing next!鈥�

Celebrating the National Year of Reading

London Book Fair was also a major opportunity to come together with the publishing community to discuss and celebrate the in the UK.

Donna David, author of , joined a panel discussion on the Main Stage on Championing books locally: The role of libraries and bookshops in the National Year of Reading. The panel explored how libraries and bookshops help to inspire a lifelong love of reading among children within local communities. At a time when screens and digital distractions increasingly compete for attention, the panel emphasized the importance of reading for pleasure in building empathy, confidence, language skills, and imagination.

Grace Carruthers, Senior News and PR Manager, joined booksellers, publishers, and reading-focused organizations and charities for a celebratory reception, marking a key moment in the National Year of Reading. It was a great opportunity to connect with partners and reaffirm our shared commitment to encouraging reading across all communities.

鈥�It was amazing to hear the organizers reflect on everything that the National Year of Reading has already achieved in just three months and get a glimpse of the exciting milestones that are yet to come.听听

As a proud partner of the campaign, OUP has some fantastic plans lined up to champion the power of reading throughout the year. I left the reception feeling more inspired than ever to shine a light on all the wonderful work we already do in this area and keep amplifying why reading matters so much!鈥�

Joining key discussions and sharing our expertise

John Campbell, Product Strategy Director in our Academic division, joined a session at the Academic Conference confronting the core challenge facing scholarly communication: how to successfully transition to new models in an environment of shrinking library budgets, shifting institutional priorities, and technological change.

John shared some of the key trends and opportunities we鈥檙e seeing and responding to as AI impacts content delivery channels and traditional business models, as well as how changing researcher discovery and consumption habits are shaping our strategies.

“It was great to be back at London Book Fair representing OUP for a second year at the Academic & Professional Conference discussing fast-moving change in our industry. The conversation focused on the need for dynamic solutions that meet user need wherever research is happening with scholarly publishing values at the forefront; how we support the role of educational institutions and librarians as听trust enablers; and business models where value and outcomes converge for human or machine. The sessions were well-attended and well-covered, and the conference organizers delivered an insightful programme.”

Karen Sambrook, Senior HR Business Partner, joined a session organized by the aimed at sharing advice for those looking to move roles or at the start of their careers. In addition to her own experience, Karen shared what an employer like OUP can offer for early-career applicants to succeed and thrive.

We thank our colleagues, partners, and customers who travelled to join us for another productive and energizing London Book Fair, with so many important discussions taking place across the three days. We look forward to our continuing work together and next year鈥檚 fair.

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This week, Oxford Children’s published exploring how young writers across the UK are using language, drawing on thousands of stories submitted to the BBC 500 Words competition. Released ahead of World Book Day and during the UK鈥檚 National Year of Reading, the findings reveal that, despite technology鈥檚 expanding role, libraries, printed books, and traditional stories continue to spark children鈥檚 imaginations.听听

For over ten years, Oxford 颁丑颈濒诲谤别苍鈥檚 has partnered with to analyse children鈥檚 writing and understand how their language听and听interests听evolve. Each story听submitted听contributes to the Oxford 颁丑颈濒诲谤别苍鈥檚 Corpus, one of the world鈥檚 largest databases of children鈥檚 written English.听This year鈥檚 findings respond to ongoing conversations about children鈥檚 reading habits, digital engagement, and the future of literacy, providing a snapshot of the changing ways young people express themselves.听

Our latest analysis examines more than 46,500 stories written by UK children aged 5-11.听听Lexicographers, researchers, and editors from OUP explored emerging vocabulary, cultural references, and thematic trends to understand how children interpret the world around them.听听

Andrea Quincey

Director of Early Years and Primary Publishing

“It’s been fascinating to analyse the brilliant stories children have submitted over the decade and track the creative ways they are using language.”

How children are writing about artificial intelligence

One of the notable shifts in this year’s stories is in how young writers engage with AI, with mentions increasing 50% in the last year. In 2020,听AI appeared mostly in children’s stories in relation to an assistant or robot, and by 2023 it was often associated with a dangerous entity. In 2025, whilst children still express concern, there is an increase in听AI becoming an everyday feature in daily life or an imagine future, with examples of ChatGPT appearing as a character or narrator in stories.

Children also continue to reflect anxieties about screen time.听Doomscrolling appears for the first time in writing, and references to听brain rot, Oxford’s 2024 Word of the Year, jumped from one to 210 in the past year.

How gaming is shaping vocabulary

Gaming and social media are influencing children鈥檚 word choices. Mentions of听dandy, inspired by the Roblox virtual universe, increased by over seven times, while the viral听six-seven trend appears in stories more than 400 times. References to听tablet increased by 33% in the last year.

Libraries continue to inspire young writers

Despite the rise of technology, children鈥檚 fascination with libraries听remains听strong.听Over the听past decade,听mentions of听library听in children鈥檚 writing听have听more than doubled, while听mentions听of听librarian听increased by over 80%.听听

Since 2015, references to听book听have risen听25%,听comic听16%, and听novel 15% in the last year. Most听of听these refer听to听printed books, with听digital formats mentioned听far less鈥攎entions of听kindle听dropped more than 70% over the decade. Traditional stories continued to capture children鈥檚 imagination with听Cinderella听and Snow White in the top ten fictional characters children wrote about.听

Sarah Mears, Programmes Director at Libraries Connected, said:听鈥淲e are so excited to know that children are increasingly mentioning libraries and librarians in their 500 Words stories. Reading sparks children鈥檚 creativity and nurtures their empathy, both crucial life skills.鈥�听听

Celebrating the finalists

The winners of BBC 500 Words will be announced in a special programme with The One Show (BBC One, 7pm GMT) on Friday 6 March 2026, with further broadcasts on CBBC and BBC iPlayer across the weekend. Stories from the 50 finalists will also be available on the , and we have published the BBC 500 Words Winner’s Book, featuring the six winning stories illustrated by OUP’s own artists.

At this year’s grand final at Windsor Castle, six OUP illustrators鈥擪orky Paul, Harriet Muncaster, Paula Bowles, Rochelle Falconer, Ken Wilson-Max, and Leigh Hodgkinson鈥攋oined us to celebrate young writers from across the UK at a reception hosted by Her Majesty The Queen.

You can find out more about the research and read the full report .

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On Saturday 14 February, we marked a major milestone in truly enchanting style with Isadora Moon Day 2026, a nationwide celebration of 10 magical years of Harriet Muncaster’s much-loved half vampire, half fairy heroine.

In this , the celebration also offered a wonderful opportunity to champion reading for pleasure in all its forms. We’re proud to encourage children to read in whatever format excites them most, helping them discover stories that spark imagination and create lasting connections.

Reading can have a transformative impact on young people’s development and wellbeing: it opens minds to new ideas, cultures, and perspectives, and provides joy, motivation, and comfort, especially in uncertain times.

At OUP, we strive to create content for all levels and abilities that encourages reflection and helps every reader feel inspired by what they’re discovering. , with her charm, humour, and heartfelt adventures, continues to do exactly that.

 

The highlight of the celebratory weekend was our birthday event with Kibworth Books at the Sue Townsend Theatre in Leicester.

The 250-capacity event featured a read-along and draw-along with author Harriet Muncaster, audience interaction, and birthday-themed fun, followed by a signing session both at the theatre and later at Kibworth Bookshop.

The event is supported by a wider programme of appearances by Harriet Muncaster over the next few weeks, including the Stepping into Stories Festival with Paper Cat Bookshop in London, a virtual multi-school event with Read Holmfirth Bookshop, and an upcoming appearance at the in Reading on 14 March.

At the heart of the celebration was the publication of the , a beautiful hardback reedition of the first Isadora Moon book, published in 2016. With sprayed edges, a foil cover, bonus activities, and an exclusive new Pink Rabbit short story, the edition is a standout moment in our anniversary programme.

Isadora Moon Day was only the beginning, with many more moments to come throughout the year that will celebrate the 10th anniversary. With its joyful blend of reading, creativity, and celebration, Isadora Moon Day made for a perfect start to this National Year of Reading and an enchanting beginning to a landmark year for the much-loved series.

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