Reading for pleasure has been identified as a significant component in children‘s acquisition of literacy. ‘Reading for pleasure‘ has been defined as: ‘Reading that we to do of our own free will, anticipating the satisfaction that we will get from the act of reading. It also refers to reading that having begun at someone else‘s request we continue because we are interested in it.’ (Clark and Rumbold 2006, 6).
“[Children] acquire, involuntarily and without conscious effort, nearly all of the so-called ―language skills many people are so concerned about: they will become adequate readers, acquire a large vocabulary, develop the ability to understand and use complex grammatical constructions … Although free voluntary reading alone will not ensure attainment of the highest levels of literacy, it will at least ensure an acceptable level” (Krashen 1993, 85).
Other studies have identified an association between reading for pleasure and increased reading attainment and writing ability, greater breadth of vocabulary and greater general knowledge.