Literacy

Why Children Stop Reading – And What Actually Gets them to Start Again

For years, the conversation around reading has focused on one central question: How do we teach children to read?

And to a large extent, we’ve answered it. Phonics works. Most children now learn to decode successfully in the early years. But there’s a second question, arguably the more important one, that receives far less attention: What makes children keep reading once they can?

Because increasingly, they don’t.

The problem isn’t ability. It’s behaviour.

Today, fewer than 1 in 5 children read daily in their free time. That’s a dramatic decline over the past two decades.
This isn’t because children can’t read. It’s because they’re choosing not to. And that distinction matters. Reading development doesn’t stop once decoding is secure. From that point on, progress depends on practice: on how often children read, how long they persist, and whether they come back to it again and again. In other words, it depends on behaviour.

Reading is no longer the default
Once reading becomes independent, it becomes voluntary. And that means it has to compete. Today’s children are growing up in an environment filled with experiences that are:

  • instantly accessible
  • low effort
  • immediately rewarding

Reading, by contrast:

  • requires sustained attention
  • offers delayed reward
  • provides little visible feedback

For a confident, motivated reader, that trade-off is acceptable. But for many children, it isn’t.

What actually drives reading behaviour
If we want to understand why children stop reading, we need to look at how reading feels. Two factors matter more than anything else:

1. Enjoyment
Does reading feel rewarding?

2. Confidence
Does reading feel achievable?
When both are strong, children:

  • start reading more easily
  • persist when it gets difficult
  • return to reading regularly

When either weakens, reading becomes effortful, uncertain, and easy to abandon. This is the point where many children quietly disengage. Not because they’ve failed to learn to read, but because reading no longer feels worth the effort.

Why traditional approaches struggle
We often assume that once children can read, they’ll continue naturally. But the way reading is typically structured doesn’t always support that.

  • Silent reading can mask difficulty. Struggling readers can skim, guess, or disengage without anyone noticing.
  • Reading aloud is powerful, but often depends on adult time and attention, which isn’t always available.
  • Feedback is limited. Children rarely get immediate, clear signals about how they’re doing or whether they’re improving.

As a result, reading can feel:

  • uncertain
  • effortful
  • and, over time, unrewarding

And when that happens, children read less.

What changes things
If reading behaviour is the problem, then the solution isn’t just more instruction. It’s changing the experience of reading itself. What we consistently see is that children read more when reading becomes:

  • Clear – they can see how they’re doing
  • Achievable – mistakes feel manageable, not discouraging
  • Rewarding – progress is visible and immediate
  • Independent – they can practise without waiting for help

When these conditions are in place, something shifts:

  • children persist longer
  • they retry when things go wrong
  • they begin to build momentum

And crucially, they come back.

In practice, this is where technology is starting to play a meaningful role. Approaches like ASR-enabled reading aloud are designed around these exact conditions: providing real-time feedback, making progress visible, and allowing children to practise independently without constant adult supervision. The goal isn’t to replace books or teaching, but to make the act of reading itself more responsive, more rewarding, and easier to return to. When feedback is immediate and success is visible, reading starts to feel less like effort and more like progress.

Making reading something children return to
If phonics gives children access to reading, what happens next depends on whether they keep going. That requires more than ability. It requires:

  • confidence to attempt
  • enjoyment to continue
  • and a reading experience that makes progress visible

Because children don’t become readers through instruction alone. They become readers through repetition. Through returning to books again and again, building fluency, understanding, and confidence over time.

A different way to think about the challenge
We don’t need to choose between teaching children to read and helping them read more. We need both. But if we want to improve reading outcomes at scale, we have to recognise where the real drop-off happens – not at the point of learning to read, but at the point of continuing to read. And that’s not just an instructional challenge. It’s an engagement one.

Final thought
If we want children to read more, we don’t just need to ask: “Can they read?” We need to ask: “Do they want to?” Because that’s what determines whether they keep going.

Posted in Insights, Literacy, Reading, Research

Children Aren’t Failing to Learn to Read – They’re Stopping Reading, New Whitepaper Reveals

New research from Auris Tech shows that declining reading engagement, not early instruction, is driving stagnant reading outcomes across England.

Introduction
Over the past decade, England has made real progress in teaching children to read. Today, around nine in ten pupils meet the expected standard in phonics by the end of Key Stage 1. Yet by the end of primary school, only around three quarters reach the expected reading standard and that figure has remained largely unchanged for over a decade.

So what’s going wrong?

Today, Auris Tech is launching a new whitepaper exploring this challenge in depth. The paper argues that the issue is not how children learn to read, but whether they continue reading once they can.

Children are reading less than ever before
Reading development doesn’t stop once decoding is secure. In fact, that’s when it becomes most dependent on practice. The more children read, the more their language comprehension develops. This is described as accumulating “reading miles”. But those reading miles are declining. Only 18.7% of children aged 8 to 18 now report reading daily in their free time, a decline of more than 50% since 2005.

In other words, fewer children are doing the one thing that most strongly drives reading development: reading regularly.

The missing piece: why children stop reading
Reading doesn’t continue automatically once children can decode. It depends on something less visible, but more powerful: Engagement. Reading engagement is a child’s sustained willingness to invest effort and attention in reading over time. The whitepaper identifies two key drivers of engagement:

  • Reading enjoyment – does reading feel rewarding?
  • Reading confidence – does reading feel achievable?

When both are strong, children are far more likely to pick up a book, stick with it when it gets difficult and return to reading over time. When either weakens, reading becomes fragile. When reading feels effortful or unrewarding, it is easily replaced by alternatives that are simpler, faster, and more immediately engaging.

Reading is now competing in a different attention environment
This shift is not happening in isolation. Today children are growing up in a digital environment designed around:

  • Instant feedback
  • Visible progress
  • Low barriers to entry

Independent reading offers almost none of these by default. It requires sustained effort, provides delayed reward, and often gives little feedback on progress. This does not make reading less important, but it does make it harder to sustain.

A different approach: making reading feel achievable and rewarding
If reading behaviour depends on engagement, the question becomes: how can we strengthen it? One approach that directly addresses this challenge is ASR-enabled reading aloud. This is the model underpinning the Fonetti platform. In simple terms, this is technology that listens as children read aloud and responds in real time. As they read:

  • Correct words are confirmed instantly
  • Mistakes can be corrected immediately
  • Progress is made visible

The goal is not to replace reading, but to change how it feels in the moment. It becomes more responsive, more supported, and more rewarding. Fonetti was developed specifically to support this shift. It helps children read more frequently by making reading more engaging, visible, and achievable in practice.

What happens when reading becomes more engaging
The paper draws on data from the National Read-Aloud Challenge, delivered using the Fonetti platform, involving more than 5,000 pupils across 265 schools. The results point to consistent changes in behaviour:

  • 83% reported increased reading frequency
  • 89% reported increased reading enjoyment
  • 86% reported increased reading confidence

Just as importantly, pupils did not disengage when reading became difficult. They were more likely to retry and persist, which is one of the clearest behavioural signals of sustained engagement. These patterns suggest that when reading feels both achievable and rewarding, children are more likely to continue and to build the reading miles that support long-term development.

A shift in how we think about reading
For years, the focus of literacy improvement has been on how children learn to read. In many ways, that focus has worked. But this paper points to a different challenge. Once decoding is secure, progress depends less on instruction and more on whether children continue reading over time. That means the question is no longer just:

Can children read? But: Do they keep reading?

A way forward
If reading outcomes are to improve, the conditions that sustain reading need to be addressed directly. This means supporting:

  • Regular, independent reading
  • Visible progress and feedback
  • Experiences that build both confidence and enjoyment

In a world where attention is increasingly contested, reading cannot rely on effort alone. It must also feel achievable and rewarding. Because if phonics gives children the ability to read, it is the reading miles they accumulate that determine how far they go.

“Restoring Reading Engagement: How ASR-Enabled Reading Aloud Can Rebuild Reading Miles in the Digital Age” is now available and linked below:

Download the whitepaper

Posted in Insights, Literacy, Reading, Research

The Confidence Gap: Why Self-Belief Shapes Literacy More Than Skill Alone

When most people talk about literacy, it is easy to focus on reading skills, phonics, spelling, and grammar drills. But beneath every lesson is something just as powerful: Confidence.

Children’s belief in themselves drives their willingness to pick up challenging books, read aloud, or bounce back from mistakes. Many come to reading with memories of stumbling over tricky words or feeling nervous in front of the class. Even the most capable readers can falter if they lack self-belief. While technical skill matters, research shows that it is confidence that gives children the courage to read aloud, try unfamiliar books, or persist through mistakes.

This “confidence gap” is a critical factor in literacy progress. Children who believe in themselves are more likely to attempt new challenges, bounce back from stumbles, and persevere when things get tough.

Where Small Wins Matter
Closing this gap rarely happens in big leaps. Instead, it is incremental victories, such as a sentence read fluently or a tricky word mastered, that build belief. These small moments, repeated often, help children realise they can do it. Over time, these wins accumulate and transform their approach to reading.

Can Technology Help?
The right technology can offer children these small but fundamental wins, without judgement or pressure. Digital reading tools that listen and provide instant, gentle feedback make progress visible not only in test results but also in the child’s growing willingness to have a go.

As a complement to a teacher’s or parent’s encouragement, technology can quietly reinforce the child, providing another layer of affirmation and a safe space to practise, make mistakes, and try again.

Why Internal Validation Matters
External praise is encouraging, but when children can see and feel their own progress, their self-belief grows much deeper. Every time a child reads a tough sentence and realises “I did that,” without relying on someone else’s approval, it builds a solid foundation for future learning.

Research backs this up. Carroll and Fox (2017) found that children with higher reading self-efficacy, or belief in their ability to succeed, were much more likely to persist with reading, tackle challenging words, and improve their fluency. Their study demonstrated that self-efficacy, a form of internal validation, was a significant predictor of word reading skill, even after accounting for cognitive abilities like memory and vocabulary. In practice, children who trust their own progress keep trying, work through difficulties, and build lasting confidence as readers.

Empowering children to recognise and value their achievements is both encouraging and also proven to drive persistence and growth in literacy. Confident readers carry that sense of achievement into other subjects, becoming independent, active learners.

Building Progress from the Inside Out
Confidence shapes outcomes across the curriculum, not only in reading. When children believe their effort leads somewhere, they are more likely to explore new ideas and push themselves further. The foundation for academic progress is built as much on self-belief as on skills or knowledge.

Nurturing literacy is about more than words on a page. It is about helping children enjoy reading, discover their own abilities, and build the self-assurance to tackle whatever comes next. By focusing on confidence and using all the tools at our disposal to support it, we open the door to lasting progress.

Posted in Insights, EdTech, Literacy

“From a Reluctant Reader to Children’s Author” – David Lawrence Jones’ Story

Once upon a time, in a small mining village in South Yorkshire, there was a boy who hated reading. For young David Lawrence Jones, stories felt like chores, words like barriers. He was certain he’d never be a reader.

And yet, everything changed in the most unexpected way.

That boy who once dreaded opening a book grew up to become one of the UK’s most beloved children’s authors, a tireless champion of literacy, and the creative mind behind bestselling adventures and even a hit animated educational series. Today, David Lawrence Jones inspires thousands of children every year – proving that sometimes, all it takes is a single spark to set a lifelong love of reading ablaze.

But how did a reluctant reader become the author who now dedicates his life to helping children discover the magic of books? The story begins with one simple gift from his teacher – a gift that would change his life forever…

David Lawrence Jones reflecting on his childhood journey as a reluctant seven-year-old reader
David Lawrence Jones’ Early Reading Journey

How a Teacher’s Gift Turned David into a Reader
David was born in 1964 in the mining village of Ravenfield, near Rotherham in South Yorkshire. Like many children, he was a reluctant reader – he simply didn’t want to pick up a book. No matter how hard his mother tried, nothing could spark his interest. Reading felt like a chore to be avoided at all costs. But everything changed in 1971, when David was just seven years old. It all began with a simple yet extraordinary idea from his school teacher – an idea that would transform David’s world. Instead of pushing him to read, the teacher decided to give him a present.

And children love presents. David was no exception.

One day, his mother arrived home with a carefully wrapped package bearing his name. Excitement bubbled inside him as he tried to guess what might be inside. A toy? A game? His imagination raced.

But when he tore off the paper, he found… a book.

Disappointment hit. A book? Really? The last thing David wanted was more reading. Yet there it was: a story from Enid Blyton’s Secret Seven series – seven child detectives with a keen eye for mystery and adventure. Ironically, it was David’s own curiosity – just like the Secret Seven’s – that began to stir. What was inside those pages? Could it really be that bad to read just a few?

He gave in. And from the moment he began following Peter, Janet, Pam, Barbara, Jack, Colin and George through their thrilling investigations, he was hooked. He didn’t just finish the book – he devoured it. That one gift had cracked the case: David was now a reader. From that moment on, his relationship with books was transformed forever.

From Bedtime Tales to Bestsellers
Although it took time for David to fall in love with reading, his imagination had always been alive. Sharing a bedroom with his older brother, he would invent bedtime stories – not out of any grand plan, but simply to keep his brother quiet at night! Yet those whispered tales planted the seeds of something much bigger.

Years later, parenthood opened the door to an extraordinary twist of fate. In 2009, while browsing the shelves of his local Waterstones in Torquay with his young daughter, David stumbled across a Community Activity Scheme inviting local unpublished authors to submit their work. He seized the moment. Soon after, his first book – Bradley Baker and the Curse of Pathylon – was published. Readers were captivated by Bradley’s daring quest to save the king and break an ancient curse. The book didn’t just sell – it flew off the shelves. Within weeks, David had achieved the second-highest sales in his store’s location.

What began as a chance encounter quickly grew into a full-fledged career. David toured Waterstones stores, hosting lively “meet-the-author” events and securing further publishing deals. Since then, he has written four more books in the bestselling Bradley Baker Adventure series, cementing Bradley as a firm favourite among young readers.

But David didn’t stop there. His imagination created Jig and Saw – a tale of a brother and sister who discover a magical cupboard leading to a land of board games – and Devon Farm Adventures, a rhyming picture book series introducing children to the joys of countryside life. Both, now available on Fonetti, continue David’s mission to spark the same wonder that first lit up his imagination as a child.

Children’s author David Lawrence Jones speaking to primary school pupils during a school reading event
David Lawrence Jones Inspiring Young Readers

A Mission to Inspire a Love of Reading: Interactive Showcase Presentations
Since becoming a published author, David has dedicated his life not only to writing captivating stories but also to sharing the joy of reading with children across the UK. His high-energy school tours are legendary – packed with theatrical flair, colourful props (including his famous glowing bathtub!), and endless opportunities for children to join in the adventure.

In 2025, he returns to schools nationwide with renewed passion and a new two-day format: a whole-school showcase followed by a book signing where children can meet him, ask questions, and take home signed copies. Demand is higher than ever, with over a hundred schools booking him each year – most through glowing recommendations. As David often jokes, “How long will I keep presenting at schools?… Until I collapse in an exhausted heap – as long as my books continue to inspire children to read.”

Literacy Workshops
Beyond the stage, David leads smaller, hands-on workshops where pupils create their own characters, storylines, and comic strips. They experience the full writing process – planning, drafting, editing, and proofreading – boosting their confidence as young authors. Many schools combine a showcase with a workshop, ensuring even the most reluctant readers leave inspired.

Super Geek Heroes & Super Geek Island
Never one to stop at the page, David also created The Super Geek Heroes, a 3D animated series blending fun, adventure, and education for early years learners. The seven super-kids – Ant Active, Ronnie Rock, Millie Maths, Jake Jotter, Suzi Smiles, Peter Planet, and Vicky Voice – each represent a key Early Years Foundation Stage (EYFS) goal, turning learning into superhero missions. Building on this success, David co-founded Super Geek Island, an interactive online platform for EYFS learners to dive deeper into the world of learning.

Chancellor of the Devon & Cornwall Children’s University
Since 2012, David has proudly served as Chancellor of the Devon & Cornwall Children’s University, helping give children aged 5 to 14 access to enriching learning opportunities outside school. To support the cause, he even wrote Cub’s Adventures, following the University’s mascot across the South West to a graduation ceremony at the University of Plymouth. Through this role, David champions social mobility, ensuring every child – whatever their background – has the chance to dream big.

From packed school halls to intimate workshops, from bestselling books to animated adventures, David’s mission has remained the same: helping children discover the joy of reading and the confidence to keep turning the page.

David Lawrence Jones presenting a graduation certificate to a young student at a children’s literacy event
Celebrating Young Readers and Literacy Achievement

A Shared Mission – How David’s Passion for Literacy Resonates with Fonetti
David’s journey – from reluctant reader to bestselling author – resonates deeply with Fonetti’s vision. Having once struggled himself, he understands the challenge of sparking a child’s interest in reading better than most. That early struggle makes his mission – and his success in helping others – all the more powerful.

At Fonetti, we share that mission: to ensure every child discovers the joy of reading. Like David, we believe it’s not just about stories, but about confidence, opportunity, and giving children the tools to succeed. Just as David uses creativity and fun to inspire young readers, Fonetti harnesses cutting-edge technology, using ASR and AI to provide real-time feedback that keeps children engaged and progressing.

It’s why we’re so proud to host David’s Jig and Saw and Devon Farm Adventures series on Fonetti, so even more children can enjoy them and discover the magic of reading for themselves. You can explore David’s books right now on Fonetti. For those who’d like to purchase his books directly or book David for an unforgettable school visit, we’ve included a link to his official website below, along with links to The Super Geek Heroes animation series and Super Geek Island learning platform.

David Lawrence Jones proves that no child is ever truly a reluctant reader – they just haven’t found the right story yet. At Fonetti, we’re proud to share his stories and continue his mission: ensuring every child has the chance to discover the magic of reading.

Links to David’s Works

David Lawrence Jones’ website (Including access to his book shop and author visit bookings):
https://davidlawrencejones.co.uk

Super Geek Heroes animation series on Youtube:
https://www.youtube.com/@supergeekheroes-learning

Super Geek Island learning platform:

Home

Yellow Spot Productions:
https://yellowspot.pro

Posted in Authors, Automatic Speech Recognition, Literacy, Reading

Literacy Skills Amongst English Adults Continue to Decline, OECD Study Reveals

In a world increasingly shaped by information, communication, and digital access, the ability to read with confidence and understanding is more essential than ever. Yet, the latest findings from the OECD’s Survey of Adult Skills (PIAAC) suggest that literacy among working-age adults in England is not improving – in fact, it’s getting worse.

The PIAAC study assesses the literacy skills of adults aged 16 – 65 across OECD countries, rating their reading ability on a scale from 0 to 5. A score of Level 3 is seen as the minimum required to meet the demands of everyday life – things like understanding workplace emails, navigating healthcare information, and interpreting official forms. Scoring Level 1 or below is considered to reflect very poor literacy, severely limiting someone’s ability to participate in society and the workforce.

This blog will delve into the latest set of results and what the implications are for working-age people, employers and society as a whole. But if you’d like to read the results for yourself, you can access them here: Survey of Adult Skills 2023: national report for England – GOV.UK

A Stagnant – or Slipping – Picture at the Top
In 2019, nearly half of working-age adults in England (49.47%) were assessed as being below Level 3. At the time, this raised alarm bells about how well the education system was preparing people for the demands of modern life.

Fast forward to the latest results in 2024, and the situation has not improved. In fact, the proportion has risen slightly to 50% – equivalent to an estimated 18.34 million adults lacking the literacy skills needed to confidently manage everyday tasks. This isn’t just a statistic. It’s a reflection of millions of people potentially struggling to:

  • Write clear emails or reports at work
  • Understand letters from their GP or local council
  • Help their children with homework
  • Access government services online

For businesses, it can mean decreased productivity, greater training needs, and communication barriers. For individuals, it can mean limited job opportunities, lower income, and reduced confidence.

A Worrying Rise in Very Poor Literacy
Even more concerning is the rise in adults scoring Level 1 or below – those with very poor literacy skills. In 2019, this group made up 16.36% of adults in England. In 2024, that figure has risen to 18% – representing around 6.6 million people. This level of literacy can mean struggling to:

  • Understand written safety instructions
  • Read a timetable or menu
  • Fill in a simple form
  • Follow medicine dosage information

For these adults, the barriers to employment, health, and full social participation are profound. The risk of social exclusion, long-term unemployment, and poor mental health is significantly higher.

Why This Matters – And What Fonetti Is Doing About It
These findings are more than a wake-up call – they are a clear indicator that literacy support must start early, and it must be sustained. At Fonetti, we believe that tackling the adult literacy crisis begins with how we teach children to read. Our platform uses Automatic Speech Recognition (ASR) technology to support children reading aloud – one of the most effective ways to build fluency, comprehension, and confidence. By offering real-time feedback and encouragement, Fonetti helps young readers develop strong literacy foundations before they fall behind. The OECD data makes one thing crystal clear: the cost of poor literacy is not just individual – it’s societal. But by investing in the right tools, delivered at the right time, we can change the trajectory for the next generation.

Let’s not wait for the next report to show us what we already know.

Let’s build a future where every child – and every adult – can read with confidence.

Posted in Literacy, Automatic Speech Recognition, News, Research

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.

Posted in Automatic Speech Recognition, Insights, Literacy, National Read Aloud Challenge, Reading

49% of England lacks essential literacy skills for daily life.

The OECD Survey of Adult Skills (PIAAC) is an international assessment that evaluates adults’ proficiency in key information-processing skills such as literacy, numeracy, and problem-solving. This survey provides a comprehensive picture of how well adults can manage everyday tasks that require these core skills. The latest edition of the survey was released recently, and the findings for adults in England are deeply concerning.

The data reveals that a significant portion of the adult population in England struggles with basic literacy, limiting their ability to thrive in daily life and the workplace. Despite ongoing efforts to improve literacy, the report suggests that outcomes have stagnated and, in some cases, worsened, particularly for those with the lowest skill levels.

What does the data show?
Recent data on literacy levels in England paints a worrying picture. According to the latest assessments:

  • 6% of adults scored below Level 1
  • 11.5% scored at Level 1
  • 31.6% scored at Level 2
  • 36.6% scored at Level 3
  • 13.2% scored at Level 4
  • 1.1% scored at Level 5

These levels correspond to real-world literacy capabilities:

  • Below Level 1: Individuals may struggle to read simple texts, like basic instructions or forms.
  • Level 1: Basic understanding of simple texts, but difficulties arise with more complex documents.
  • Level 2: Functional literacy for straightforward tasks, but limited ability to process more detailed or technical information.
  • Level 3: Considered the minimum level required to cope with the demands of everyday life and work.
  • Levels 4 & 5: Higher-order literacy skills, including advanced analysis and interpretation of complex texts.

Alarmingly, 49% of English adults score below Level 3 – the threshold required to navigate daily life and work successfully. This figure is equivalent to over 21 million people and mirrors findings from the previous edition of the report, suggesting stagnation in literacy outcomes over time.

Even more concerning is that 17.5% of adults – around 6.6 million people – are at or below Level 1, meaning they have very poor literacy skills. This represents a substantial increase compared to previous assessments, raising urgent questions about how to address the country’s literacy challenges.

What are the consequences of poor literacy skills?

Reading is a foundational skill that underpins nearly every aspect of modern life – whether it’s understanding public notices, following medical instructions, or engaging with work-related tasks. Poor literacy skills can create significant barriers to employment, education, and even health.

1. Employment and Economic Impact
Adults with poor literacy skills are significantly more likely to be unemployed or to struggle with reading-based tasks in the workplace. A 2017 survey revealed that one-third of businesses were dissatisfied with the basic literacy skills of their young applicants. Furthermore, individuals with poor literacy skills earn, on average, £1,500 less per year than their peers with a basic literacy level, limiting their career progression and overall economic stability.

2. Accessing Vital Services
The consequences extend beyond the workplace. During a recent BBC Radio 4 interview, Alice Wiseman, Director of Public Health for Newcastle and Gateshead, highlighted a troubling trend: Adults with low literacy levels struggle to read medical letters and access essential healthcare services. This literacy gap directly affects health outcomes, as individuals may miss important medical information or fail to seek help when needed.

How can reading aloud using ASR help improve reading skills?
One innovative solution to addressing the literacy crisis lies in the use of Automatic Speech Recognition (ASR) technology. Auris Tech’s research paper, “Reading Aloud Using Automatic Speech Recognition (ASR) to Improve Children’s Reading,” outlines how this technology can support literacy development for both children and adults.

1. Real-Time Feedback
ASR technology enables users to read aloud and receive instant feedback on pronunciation, fluency, and accuracy. This allows learners to identify and correct mistakes in real-time, reinforcing correct reading habits and improving comprehension over time.

2. Personalised Learning Journeys
By tracking a reader’s progress, ASR systems can offer customised reading experiences tailored to individual needs. This is particularly beneficial for adults returning to education, providing non-judgemental, at-home practice opportunities.

3. Bridging the Digital Divide
With increasing digital access, ASR platforms like Fonetti offer scalable solutions that can be deployed across educational settings and community programs. By making literacy support more accessible, ASR technology has the potential to bridge gaps for those at risk of falling behind.

The data is clear: improving literacy outcomes is not just a matter of educational policy – it is a societal imperative. With the right tools, such as ASR-driven platforms, we can empower millions of adults and children to develop the reading skills they need to thrive in everyday life.

Posted in Literacy, Automatic Speech Recognition, Insights

Unlocking a World of Reading: Engaging Children to Read at Home

In the age of digital distractions and with the bombardment of various forms of entertainment, reading often takes a backseat in the lives of children. This poses a significant challenge for educators who are passionate about fostering a love for reading beyond the classroom. With educators constantly searching for innovative ways to engage young readers, the discussion surrounding the most effective homework assignment for children is more pertinent than ever. It’s here where the pattern  is shifting, and digital resources like Fonetti, the read-aloud app, are coming to the forefront of the conversation, offering a fresh approach to cultivating young readers.

The Power of Reading Aloud: More Than Just Words on a Page
Reading aloud has long been regarded as a fundamental practice in early literacy. The benefits extend beyond vocabulary expansion and comprehension; the act of listening to fluently read language helps young readers develop a sense of story and narrative as well as builds a positive association with books. However, in a fast-paced educational environment, the tradition of reading aloud could be undervalued or even neglected. But what if we could encapsulate the essence of reading aloud in a device that children already love? Fonetti does just that. It not only listens to children as they read, providing real-time feedback, but it also engages them in fun “challenge” sessions, turning the solitary act of reading into an exciting, shared experience.

The Struggle to Keep the Story Going: Engaging Children to Read at Home
Engaging children to read at home is an age-old struggle that has only magnified in recent years. The inclusion of novel distractions in children’s day-to-day life has made the simple act of reading a considerable challenge for teachers and parents. Conventional book tasks frequently fall victim to being labelled just another ‘chore’ by children. As educators, we must explore how to make reading assignments not just palatable but enjoyable. Fonetti provides a unique opportunity: with its real-time feedback, children feel empowered to work on their reading skills independently, knowing they have a virtual companion cheerleading their efforts.

Bridging the Gap: Access to Independent Reading for Children
Ensuring that every child has access to independent reading is a cornerstone of literacy development. The withering interest in reading often starts not from a lack of appreciation for stories but from an inability to access materials that captivate the reader. Libraries and classrooms can only do so much. What about the child at home, looking for something to quench their intellectual curiosity? Fonetti eradicates physical barriers to reading by offering a vast library of stories that cater to a wide range of interests. By giving children the option to select from a diverse pool of content, the app encourages exploration and discovery, all the while fostering a habitually curious mind.

The Digital Divide: Bridging Educational Inequalities
A discrepancy in educational resources, known as the ‘digital divide,’ prevails predominantly due to socioeconomic factors. While some students benefit from an array of learning tools, others lag behind. Fonetti aims to rectify this imbalance. Through its innovative reading approach, it fosters practice and enhancement without regard to a child’s economic circumstances. By employing AI to evaluate reading behaviours, children receive tailored assistance, transforming progress from a mere possibility to a definite outcome.

Success Stories: Turning the Page on Digital Learning
Across the globe, educators are witnessing the transformation in students’ reading habits, thanks to Fonetti. Success stories abound, where children previously disinterested in reading find joy in picking up a book or, in this case, a tablet. The app’s AI-driven platform not only provides data and performance metrics but also offers a gamified experience that makes reading interactive and competitive, thereby allaying the boredom often associated with homework assignments.

Innovative digital solutions like Fonetti do not replace the traditional approach to reading but enhance it. By adopting new technologies, educators can offer children opportunities they may not otherwise access, encouraging them to engage in reading at home.

The book is our compass, but it is the reader who charts the course, and with the support of tools like Fonetti, we help turn another page in the endless adventure of learning.

Posted in Reading, Insights, Literacy

Mind the Gap! Studies Show a 4,000 Word Vocabulary Gap Exists

Language is a gateway, unlocking the world of reading and igniting our imagination. It amplifies the thrill of writing and empowers us to delve into new realms. Moreover, the influence language can have on an individual’s confidence and wellbeing is significant and has a great impact on academic success. It serves as the foundation for progress, influencing academic achievement from primary to secondary years, shaping self-esteem and behaviour, and profoundly influencing a child’s future success.

What is the vocabulary gap?
The vocabulary gap, which refers to differences in word knowledge and usage, has been observed to be strongly influenced by individuals’ economic backgrounds. Studies have shown that individuals from disadvantaged economic backgrounds tend to have a smaller vocabulary compared to those from more privileged backgrounds. Department for Education research suggests that, by the age of seven, the gap in the vocabulary known by children in the top and bottom quartiles is something like 4,000 words (children in the top quartile know around 7,000 words).

This disparity in vocabulary can have a significant impact on various aspects of individuals’ lives, including educational attainment, employment opportunities, and social interactions. It is therefore crucial to address this issue and work towards reducing the vocabulary gap to promote equality and improve overall language proficiency.

How does the vocabulary gap affect education?
Language is undeniably a critical aspect of academic success. Without a broad vocabulary, the process of learning itself can suffer greatly, especially in fields like reading and writing where vocabulary plays a crucial role. A wide range of words and expressions aids in effective communication, comprehension, and expression of ideas, enabling students to excel and fully engage with educational materials.

In addition to a wide vocabulary being of paramount importance in reading and writing, it also plays a significant role in various other areas of the curriculum. A strong command of words not only enhances one’s ability to comprehend and express ideas effectively, but it also fosters critical thinking, improves communication skills, and enables students to engage more deeply with the subject matter across different areas. Therefore, emphasising the development of a rich vocabulary is crucial in nurturing well-rounded and intellectually curious learners.

What impact does the vocabulary gap have on mental well-being?
When children have a limited vocabulary, it can have a detrimental impact on their mental well-being. Without a wide range of words to draw from, children may struggle to effectively express themselves, which can lead to frustration, self-esteem issues, and even behavioural problems. It is important for parents, caregivers, and educators to recognise the significance of nurturing a child’s language development and providing opportunities for vocabulary enrichment. By doing so, we can empower children to better communicate their thoughts, feelings, and needs, promoting their overall emotional development.

How can we close the vocabulary gap?

Talk, talk, talk!

Engaging in conversations with children and consciously incorporating new words not only facilitates effective communication but also serves as a powerful tool for expanding their vocabulary. By actively encouraging linguistic exploration and fostering a nurturing environment, adults can empower children to develop a rich and diverse word bank, aiding them in their language learning journey.

Read aloud
Reading plays a crucial and indispensable role in facilitating vocabulary expansion. By engaging in reading activities, children are not only exposed to a broader spectrum of written words but also have the opportunity to delve into the intricacies and nuances of language that are typically not encountered in everyday conversation. This exposure enriches their linguistic abilities, enhances their comprehension skills, and fosters a lifelong love for literature and learning.

According to the Oxford Language Report, in a survey they carried out 93% of primary teachers and 95% of secondary school teachers believe lack of time spent reading for pleasure is a root cause of the word gap.

Using Fonetti to help close the gap
Closing the word gap entails nurturing children’s love for reading, a tricky task when they associate it with difficulty and harbour a dislike for it. Fonetti offers an excellent solution, captivating young minds not only through its technological allure, but also by providing an extensive range of genres that cater to every child’s interests.

Fonetti employs gamification techniques to foster children’s motivation for reading. By integrating interactive elements, it stimulates their interest and encourages active engagement in the learning process. In addition to this, children with shorter attention spans can pause the book at any time and not lose what they have achieved. 

For children struggling with reading, the apprehension of reading aloud in front of peers and adults can be nerve-wracking. Fonetti creates a safe space where children can independently read aloud, benefiting from instant, constructive feedback.

Through Fonetti, we can bridge the word gap and empower children on their journey to becoming confident and enthusiastic readers.

Posted in Literacy, Insights, Reading, Research

The Importance of a Balanced Diet of Screen Time

Each parent has pondered the impact of screen time on their children, contemplating both duration and potential benefits. It can be challenging to navigate something that was absent during our childhood and beyond our parents’ experience. Without a frame of reference, comparisons are elusive, making it difficult to grasp and comprehend fully. Following a captivating interview with Amanda Gummer on the BBC, this blog delves into the ways in which screen time can effectively aid children’s development.

A Balanced Diet
Just like anything in life, a well-balanced diet is crucial. The same goes for a child’s play. While it is crucial to promote engaging and imaginative child-led play, known as the ‘broccoli’ of play, we should not completely deny them other play experiences and screen time can have a place in that diet. It is important to strike a balance and offer a variety of play opportunities to enrich their development and enjoyment.

Amanda Gummer recently shared an incredibly insightful image illustrating the components of a well-rounded play diet. It provides valuable guidance on how to foster a healthy and balanced approach to play. During her recent interview, she expressed that parents shouldn’t feel guilty for letting their children have screen time. She also emphasised the value of incorporating high-quality screen time judiciously, acknowledging its rightful place. Fonetti not only provides purposeful screen time to aid reading development, it also incorporates gamification to make reading fun and interactive.

Guidance is Key
Regardless of our personal preferences, technology has become an integral part of our daily lives. We therefore need to embrace it and teach our children how to use it responsibly and safely. Without clear guidance, children may struggle to distinguish between what is appropriate and what is not. It is crucial that as adults, we empower our children to harness the potential of technology in a beneficial manner by making them aware of what is suitable and what isn’t. 

Fonetti and other educational apps provide an immersive screen time experience for children, seamlessly blending learning with enjoyment. By guiding children to choose the right apps, adults can ensure that screen time is not only enjoyable but also beneficial for their development.

Active & Passive
Screen time has often been negatively portrayed, and I do agree, there are certain aspects that may not be beneficial for our children. Nonetheless, there exist incredible opportunities for children to utilise their screen time in productive and meaningful ways. Screen time can be split into two parts:

  • Active Screen Time

This is a time when screen time is utilised to enrich children’s learning and foster cognitive development. Fonetti exemplifies how children can utilise technology to boost their reading abilities and accelerate their progress. Through platforms like Fonetti, children not only acquire knowledge but also derive pleasure from embracing technology’s marvels.

  • Passive Screen Time

This is when children are not having to think at all and are passively looking at a screen. This can include watching TV or looking at social media. There is no critical thinking taking place and children are just simply absorbing what is on the screen.

In Summary…
When it comes to children and screen time, it is important to approach the topic with consideration rather than demonization. Screen time can be beneficial for educational purposes and can have a place in child play, if used appropriately. Fonetti strongly supports productive screen time as an opportunity for children to enhance their learning through technology. Today’s children are tech-savvy, and we should embrace this by exploring alternative methods of learning that incorporate technology.

Posted in Insights, EdTech, Literacy, Reading