Level up Literacy: How gamification is making reading more engaging
The Current State of Children's Reading in the UK
The state of children's reading in the UK is concerning. In the 2023/24 academic year, 26% of Year 6 pupils in England left primary school without meeting the expected standard in reading. This statistic has remained stagnant over time, highlighting a persistent challenge in literacy education.
Beyond test scores, children's enjoyment of reading is also in decline. In 2024, reading for pleasure was at a record low, with only 34.6% of children reporting that they enjoyed reading, according to the National Literacy Trust. This is a worrying 8.8 percentage point drop from 2023.
If children do not enjoy reading, they are less likely to engage with it regularly. This trend is reflected in the data: just 20.5% of children report reading daily—a nearly 50% decline over the past two decades.
Why Reading for Enjoyment Matters
Reading is a skill that improves with practice. Children who read frequently for enjoyment effectively give themselves additional reading lessons, strengthening their comprehension and overall academic performance.
The impact of reading enjoyment on literacy outcomes is well-documented. The 2021 PIRLS study found that pupils who enjoyed reading scored an average of 34 points higher than those who did not. Additionally, the 2022 PISA study highlighted reading enjoyment as a key factor in mitigating inequalities in reading attainment across gender and socio-economic status.
The UK’s Reading Framework supports this perspective, explaining that "once pupils can decode accurately and speedily, reading a lot is the principal way they develop as readers." This concept, known as 'reading miles,' underscores the importance of frequent reading in skill development.
A Need for Change
Given the stagnation in reading levels and the decline in reading enjoyment and frequency, a shift in strategy is necessary. A new approach is required to re-engage children in reading and to provide opportunities for them to develop literacy skills in a way that aligns with their interests and habits in a digital world.
The Role of ASR and Gamification
At Fonetti, we believe that increasing children's enjoyment, confidence, and frequency of reading is a powerful way to combat the stagnation in reading progress. Technology—particularly Automatic Speech Recognition (ASR)—offers a valuable tool for achieving this goal.
If designed inclusively and responsibly, ASR can transform the reading experience by enabling gamification and independent reading aloud practice. Moreover, ASR facilitates automatic progress tracking, providing valuable insights into a child's reading development.
The Benefits of Gamification
In the digital age, children are naturally drawn to interactive and game-like experiences. Gamification in education enhances engagement by presenting learning as an enjoyable challenge rather than a chore. Features such as leaderboards, rewards, and achievement milestones make learning more compelling and motivate students to participate voluntarily.
When integrated with ASR, gamification can significantly enhance reading practice:
Real-Time Feedback: ASR technology provides immediate feedback on reading accuracy, making it easier to gamify the process with scoring systems, rewards, and progress tracking.
Increased Enjoyment: The PIRLS 2021 study showed that children who enjoyed reading performed better. Gamifying the reading experience can boost enjoyment, leading to better outcomes.
Independent Reading Confidence: ASR allows children to practice reading aloud without adult supervision, reducing performance anxiety and encouraging experimentation with fluency and intonation.
Personalised Learning: Children receive automatic feedback on mispronounced words, reinforcing phonics knowledge and allowing for targeted improvement.
Evidence from the National Read Aloud Challenge (NRAC)
The success of gamified reading experiences is supported by data from Fonetti's 2024 National Read Aloud Challenge (NRAC). Preliminary investigations show that gamification plays a significant role in motivating children to read more frequently.
Investigation 1: Stars as Motivation for Book Repetition
Children who did not achieve a perfect star score in a reading session were more than twice as likely to choose the same book for their next session compared to those who earned three stars. This suggests that rather than being discouraged, many children were motivated to improve their performance, reinforcing their reading practice.
Investigation 2: Stars as Motivation for More Reading Sessions
For 3-6-year-olds, an increase in star ratings between consecutive reading sessions correlated with a shorter wait time before starting a new session. This was particularly evident among young girls. The results indicate that achieving higher scores encouraged children to read more frequently.
Investigation 3: Impact on Reading Progression
Another concern is whether gamification encourages children to stick to easier books to maximise scores rather than progressing through reading levels. However, data from NRAC participants shows that regular readers on Fonetti gradually increased their book difficulty over time. This trend was evident across both genders and all age groups, demonstrating that gamification does not hinder progress but rather supports it.
Conclusion: A Transformative Approach to Reading
The data is clear: gamifying the reading experience through ASR can significantly enhance children's engagement, motivation, and reading frequency. By making reading more enjoyable and rewarding, Fonetti is helping to foster a generation of more confident, proficient readers.
If we are to address the ongoing stagnation in reading levels, we must embrace innovative solutions that align with children's digital habits and preferences. Gamification, supported by ASR technology, offers a powerful way to achieve this—encouraging children to put in the essential 'reading miles' that lead to lifelong literacy success.
