The impact of reading volunteers: What our workshop revealed about children’s literacy

Every child’s reading journey is different – but in our One-to-one Reading Programme, the evidence is clear: consistent, one-to-one time with a dedicated adult can make a tangible difference in a child’s life.

We recently hosted an impact workshop exclusively for our reading volunteers to share how their time and commitment is transforming children’s reading experiences. 

Without this support, many children risk falling further behind in their reading, which can have long-term effects both in and beyond the classroom. 

Through our children’s literacy research, grounded in children’s own voices, we’ve seen just how powerful this support can be. 

Let’s explore what we learned.

How our One-to-one Reading Programme supports children

We wanted to understand what it truly feels like for a child to take part in a One-to-one Reading Programme – from their perspective.

Using a ​‘day-in-the-life’ research approach, we centred children’s voices to capture their experiences, challenges and progress in their own words.

Working in partnership with Chapter One and Dr Yaspia Salema, we designed a child-friendly and robust methodology that allowed children to share openly and honestly.

Our methodology: children’s experiences of reading support

To build a detailed picture of impact, we worked with four children in Years 3 and 4.

Each child received a ​“reading research box” with creative activities such as drawing, writing and playdough, helping them express their thoughts in different ways.

We also:

• Conducted one-to-one conversations with the children
• Observed children in the classroom
• Spoke with teachers, parents and volunteers

This gave us a holistic view of each child’s literacy journey – and the role volunteers play in shaping it.

What we learned

Two key findings stood out:

1. Every child’s journey is unique. Children joined the programme for different reasons – such as low confidence, limited motivation, or fewer opportunities to read at home. However, all were identified by their schools as needing additional support.
2. There is clear evidence of impact. Across all cases, reading with a volunteer made a positive difference to each child.

Key takeaways

• Impact looks different for every child – but across all cases, there was clear and meaningful progress
• Impact shows up in many ways - including increased confidence, enjoyment, motivation, independent reading behaviours and improved reading skills
• What drives this impact – consistent, dedicated one-to-one time with an adult, combined with a flexible, child-led approach to reading
• What this adds to our understanding
  • Children can clearly articulate how the programme supports them
  • Impact often develops over time and isn’t always immediately visible
  • Different perspectives (child, teacher, parent, volunteer) each reveal part of the overall picture

What teachers notice: classroom impact of reading support

Teachers also saw clear, day-to-day impact.

Lily’s teacher shared: ​“Her love for reading has increased… if she’s finished her book, she’s keen to tell us. We normally give children a new book once a week, but if she finishes early, she’ll say ​‘miss, I need another book.’”

Aisha’s teacher added: ​“She works with a partner, reads aloud confidently, and can talk about feedback… she’s much more confident.”

In two cases, this impact extended beyond school, with parents noticing positive changes in their children’s attitudes towards reading at home.

All teachers told us that every child enjoyed spending time reading with their volunteer.

Ezra’s story

Ezra enjoyed reading but often did so independently, as his family found it difficult to make time to read together at home. He joined the programme to build on his skills and receive more consistent support.

When reflecting on his sessions, Ezra spoke about the importance of routine, encouragement and his volunteer’s attentiveness. For him, the regularity of one-to-one time made a real difference.

“Every Monday and Wednesday, she always helps me read… it makes me better and better every Monday and Wednesday.”

Ezra’s story highlights how even children who already enjoy reading can benefit from consistent, supportive engagement with a trusted adult.

Why volunteering for children’s literacy matters

This research brings something into sharp focus: the time you give as a reading volunteer matters.

It’s not just about reading – it’s about building confidence, sparking enjoyment, and helping children believe in their own abilities. The consistent, one-to-one support you can provide creates a space where children feel encouraged, supported and seen.

*All names and photos have been changed for anonymity.