If you could choose one investment to shape a child’s future, academically, socially and emotionally, research suggests you would start with literacy. And you would start early.
The early primary years, roughly ages 5 to 8, offer a rare window of opportunity. This is a period of rapid development in language, comprehension and executive function, the foundations that support success in every subject. Development continues well beyond these years, but the experiences children have early on matter a great deal.
Early literacy isn’t just about learning to read. It helps children build confidence, resilience and a lasting connection to learning.
Evidence from the UK points to wider benefits. The National Literacy Trust surveyed 49,047 children and young people aged 8 to 18 across the UK. It found that those who enjoy reading and writing, do it daily outside school and hold positive attitudes towards literacy were around three times as likely to report high levels of mental wellbeing as peers who weren’t engaged (39.4% versus 11.8%). These are associations rather than proof of cause, and the survey covered older children. But they underline why it is worth building positive reading habits early.
In England, the Year 1 phonics screening check gives schools an early, consistent view of how well pupils can decode words, so that those who need extra help can be identified early.
School and trust leaders are uniquely placed to make decisions in these formative years that have a powerful and lasting impact. This article explores what the evidence says about early literacy, why the timing matters and how the right approaches can make joyful, successful reading possible for every child.
The window of opportunity: why the early primary years matter
During early childhood, children develop executive function, the brain’s “air traffic control system” that manages working memory, attention and cognitive flexibility. These skills let children focus, remember, control impulses and adapt to change. They are essential for learning to read and write and for thriving in the classroom.
Executive function develops rapidly in early childhood and continues to develop into adulthood. Because it is still developing and responds to experience, the early primary years are a good time to strengthen it through high-quality, well-structured teaching.
The research doesn’t suggest that gaps can’t be closed later. It shows why prevention is more efficient. Pupils who build secure foundations early are better placed to learn everything that follows.
Equity begins early
Children don’t all start school with the same experiences of language and books, so early teaching is one of the most reliable ways schools can reduce differences in starting points. In a trust, it is also where consistency across schools makes the biggest difference.
The benefits of strong reading extend beyond attainment. The National Literacy Trust’s findings suggest that enjoyment of reading is closely linked to wellbeing. Reading also helps children build empathy and understand other people’s points of view through stories and characters, which supports their ability to build relationships.
Read the National Literacy Trust’s research summary.
What effective early literacy looks like
We now understand that the long-standing debate between code-based phonics and meaning-based reading was never the right question. As Harvard literacy expert Pamela Mason puts it:
“The basic debate is, do we teach code or phonics, or do we teach meaning? And we have to teach it all.”
England’s approach, set out in the DfE’s Reading Framework, reflects this. Systematic synthetic phonics gives children the foundation to decode, while a strong focus on language, vocabulary and comprehension builds understanding. Best practice combines all the elements: systematic phonics alongside rich vocabulary, comprehension strategies developed through engaging texts, and authentic reading experiences that foster enjoyment.
Research supports teaching word reading and language comprehension together rather than treating them as alternatives. To unlock potential for every pupil, leaders should prioritise high-quality core teaching that reflects how children actually learn, creating a strong universal foundation before targeted support is needed.
The heart of success: building literacy through joy
Amid the discussion of data and evidence, it’s easy to overlook a fundamental element: sparking real enjoyment in reading. Without it, literacy can remain a skill rather than a source of lifelong learning and growth.
Teaching reading takes more than a great curriculum. It means creating a mix where learning feels good, and where it is sometimes simply fun. There is a powerful cycle at work: you do something, you get better at it, it feels good, so you do it more. Success and enjoyment keep children going, whether they are learning to decode or mastering something new as adults.
We must teach pupils not only to read, but to love to read.
Pamela Mason makes the point that we must teach both the code and the meaning, but we also need to help children discover why it matters: how decoding a first sound opens doors to adventures, then mysteries and eventually whole fantasy worlds. Children also benefit from a varied reading diet, where reading isn’t always arduous analysis but sometimes just pure fun.
Creating enthusiastic readers also takes partnership beyond the classroom. When families and educators work together, children tend to build stronger literacy foundations and keep their love of books. This is what experts call a literacy-rich environment, where bedtime stories at home reinforce phonics lessons at school, parents and teachers celebrate the same milestones, and children see adults excited about books.
When reading is encouraged in all these ways, the choice to read becomes the child’s own. This can support attendance, engagement and a classroom culture where learning thrives.
What school and trust leaders can do
Leaders are well placed to reshape early literacy outcomes through strategic, evidence-informed action.
- Invest in high-quality, evidence-informed teaching. Make sure your approach to early reading is consistent across classes and, in a trust, across schools. Check it against the DfE’s Reading Framework, and look for [evidence-informed instruction](link TBC) that combines systematic phonics with rich comprehension.
- Support staff. Give teachers ongoing professional development and coaching so they can deliver structured, explicit phonics alongside rich language and comprehension experiences.
- Use assessment early and often. Identify pupils who are starting to fall behind before gaps widen, and act promptly to keep them on track. Then allocate resources where they’re needed most.
- Work with families. Provide access to decodable books and simple guidance that parents and carers can use at home, so that children experience consistent support across school and home.
The research is clear, the opportunity is significant, and early action is more effective than later catch-up. Even small steps in the short window between ages 5 and 8 can make a major difference to pupils’ futures.
Take the next step in your early literacy approach
Download ‘A Reading Expert’s Case for Rethinking Fluency’, a resource featuring insights from Dr Timothy Rasinski, designed for educators committed to getting reading right from the start.
