Evidence behind effective reading support
ReadingBridge is grounded in established research on how children develop reading fluency, comprehension, confidence, and motivation. This page brings together independent evidence from trusted education bodies, academic studies, and research-informed practice.
Why reading aloud matters
Research consistently shows that reading aloud plays a critical role in children's reading development. Oral reading practice supports fluency, vocabulary acquisition, comprehension, and confidence for readers across primary and early secondary years.
Reading aloud has been shown to improve vocabulary, comprehension, and engagement in school-aged children.
— Education Endowment Foundation
Oral reading fluency is a critical component of skilled reading and comprehension.
— National Reading Panel
Video: Why reading aloud supports comprehension
This talk explains why reading aloud continues to support comprehension, connection, and reading development throughout primary and early secondary years.
Confidence and motivation in reading
Literacy research shows that confidence and motivation strongly influence reading progress. Children who feel supported and experience success are more likely to persist with reading and improve over time.
Motivation and self-efficacy are significant predictors of reading achievement.
— Educational psychology research
Feedback and engagement are key mechanisms for improving pupil outcomes.
— Education Endowment Foundation
Understanding reading comprehension
Reading comprehension involves multiple skills working together, including vocabulary knowledge, inference, prediction, explanation, retrieval, and understanding structure. Research shows that targeted practice across these skills leads to stronger comprehension than fluency practice alone.
Vocabulary and inference are among the strongest predictors of reading comprehension in primary pupils.
— Literacy research synthesis
Explicit teaching of comprehension strategies improves reading outcomes.
— Educational research review
Digital tools and reading development
When used responsibly, digital tools can support reading development by enabling regular practice, immediate feedback, and personalised learning pathways. Evidence suggests that digital literacy tools are most effective when they complement, rather than replace, traditional reading.
Technology-based reading interventions demonstrate moderate positive effects on reading outcomes for school-aged learners.
— Meta-analysis of digital reading interventions
Digital tools can support engagement and personalised learning when used in short, structured sessions.
— Educational technology research
Video: Supporting reading at home
An evidence-based overview of how consistent, short reading practice at home supports literacy development.
Responsible and ethical use of technology
All evidence referenced on this page assumes the safe, ethical use of digital tools in education. This includes child-centred design, safeguarding, and appropriate data handling.
Key principles supported by research and guidance:
Age-appropriate interactions
Transparent data practices
Technology as a support, not a replacement
Summary of evidence
Independent research consistently supports:
Regular reading practice
Reading aloud
Targeted comprehension strategies
Confidence and motivation
Responsible use of digital tools
These principles underpin the approach taken by ReadingBridge.
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