Implementing reading for pleasure: Two UK primary school teachers' perspectives

Abstract

Despite the critical role that reading for pleasure (RfP) plays in primary education, there remains a limited understanding of how teachers perceive and implement these practices within their classrooms. Recent data indicate a continuing decline in both young people's desire to read and the enjoyment experienced when reading. While research frequently explores children's perspectives on reading, teachers' viewpoints remain under-represented. To address this gap, the present study aimed to investigate teachers' insights into RfP implementation and the challenges they encounter. Two primary school teachers from the northwest of England were recruited to take part in ethnographic interviews. A reflexive thematic analysis revealed three key themes: barriers to RfP, finding the right text and text interactivity. The barriers included issues with students' reading fluency and stamina issues among students as well as teachers' frustrations at the limited time available to balance exam-focused reading skills with fostering text enjoyment. Additional findings include the importance of teacher's knowledge of children's literature and their ability to have informal text discussions with students. Innovative strategies to enhance text interactivity, including the use of digital resources are also explored. These findings contribute to a deeper understanding of teacher-led implementation of RfP and offer practical insights for promoting a reading culture in UK primary schools. This study advocates for a holistic approach that integrates both teaching and classroom practices together with wider school culture.