Love to Read: A Co-Designed Intervention to Motivate And Engage Child Readers, 2021-2022

McGeown, Sarah and Shapiro, Laura and Ricketts, Jessie and Oxley, Emily (2025). Love to Read: A Co-Designed Intervention to Motivate And Engage Child Readers, 2021-2022. [Data Collection]. Colchester, Essex: UK Data Service. 10.5255/UKDA-SN-858039

There is evidence of continued declines in children's self-reported reading enjoyment and engagement. This project aimed to co-design a programme to increase children's (aged 8-11) reading motivation and engagement, specifically in relation to book reading. It included three phases: 1) Qualitative insights from children to inform the programme; 2) Co-design of the programme with teachers and other professionals; 3) Evaluation of programme, with a focus on acceptability and feasibility. The data uploaded refers to Phase 1 (qualitative data collected only) and Phase 3 (quantitative and qualitative data collected). Both studies were preregistered and can be found here: Phase 1: https://osf.io/5ztjk and Phase 3: https://osf.io/qvuka. All materials associated with data collection are attached to the preregistrations.

Data description (abstract)

Interest in school-based practices to increase children’s book reading motivation and engagement has intensified, due to growing recognition of declines in children’s reading attitudes and regular reading outside of school, yet evidence of the wide range of benefits associated with reading books. This project aimed to co-create a programme, Love to Read, by drawing upon research, children's insights (Phase 1), and teachers' professional and pedagogical expertise (Phase 2), before assessing acceptability and feasibility and initial evidence of effectiveness (Phase 3). Framed around six key principles: access, choice, time, connection, social and success, the programme was co-created and evaluated. Data associated with Phase 1 (59 children) and Phase 3 (425 children) is anonymised and uploaded. Phase 2 data cannot be uploaded as requests to make data publicly available were not made due to the small sample size and anonymity concerns (6 teachers).

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