Campaign to Make Children's Reading a Legal Right in the UK
Introduction
Former children's laureate Frank Cottrell-Boyce has suggested a national change in strategy. He believes that shared reading should be treated as a basic right for every child, rather than just a responsibility for parents.
Main Body
This proposal is based on recent data from BookTrust, which shows a drop in daily shared reading for children aged eight and under. The percentage fell from 60% in 2021 to 49% in 2025. Interestingly, more children actually said they enjoy reading, with the number rising from 66% to 80%. This suggests that while children are interested in books, they are not reading them at home as often. Cottrell-Boyce argues that this decline is caused by social and economic problems. He emphasized that the combination of government spending cuts and the COVID-19 pandemic has led to housing instability and poverty, making it difficult for families to maintain reading routines. Furthermore, he pointed out that digital platforms and social media apps compete for children's attention, comparing the tech industry to the harmful influence of the tobacco industry in the past. To solve these issues, a joint effort between different agencies has been proposed. The 'Reading Rights' campaign wants to include shared reading in early childhood support, involving health visitors and family centers. At the same time, the government's National Year of Reading is distributing 72,000 books to disadvantaged groups and creating a Children’s Booker prize to encourage literacy.
Conclusion
The current situation shows a clear conflict: children are more interested in reading than ever, but social and economic instability is preventing them from doing so at home.
Learning
The 'Bridge' Concept: Moving from Simple Facts to Complex Cause-and-Effect
At the A2 level, you describe what is happening. To reach B2, you must explain why it is happening and how different factors connect. This article is a goldmine for this transition because it doesn't just say "reading is down," it builds a logical chain of reasons.
⚡ The Linguistic Pivot: 'The Power of Transition'
Look at how the author moves from a statistic to a reason. Instead of using simple words like "And" or "But," the text uses Sophisticated Connectors to create a professional flow:
- "Interestingly..." Use this to signal a surprise or a contradiction in data. (e.g., "I studied for ten hours; interestingly, I still failed the test.")
- "Furthermore..." Use this to add a second, stronger reason to your argument. (e.g., "The car is too expensive. Furthermore, it uses too much petrol.")
- "This suggests that..." This is a B2 superpower. It allows you to make an educated guess based on evidence rather than just stating a fact.
🛠️ Grammar Upgrade: Nominalization
Notice the phrase "housing instability and poverty."
An A2 student would say: "People do not have houses and they are poor." (Simple verbs/adjectives)
A B2 student says: "Housing instability and poverty." (Turning concepts into nouns)
Why does this matter? Turning actions into "things" (nouns) makes your English sound more academic and objective. It shifts the focus from the person to the problem.
🔍 Vocabulary Shift: Precision over Simplicity
Stop using "bad" or "problem." Start using words that describe the type of problem:
| A2 Word | B2 Alternative from Text | Contextual Nuance |
|---|---|---|
| Bad influence | Harmful influence | Specifically implies damage or injury. |
| Poor people | Disadvantaged groups | A more polite, sociological term. |
| Fix / Help | Joint effort | Implies a professional collaboration. |