New OUP research shows children's language development affected by Covid-19 pandemic

An increasing number of children in the UK – estimated to be four in 10 – are falling behind in their English vocabulary development according to research from the Oxford University Press (OUP) with the pandemic “overwhelmingly” attributed as a cause.

More than 800 teachers and parents were surveyed across the UK as part of the publisher’s Oxford Language Report, an annual study of vocabulary development in those under 18 in the UK. The research gathered feedback from 313 parents and carers and 503 primary and secondary teachers across the UK.  

Language experts at the OUP constantly track and monitor children’s language development, and this research looks at feedback from teachers and parents across 2022-2023.

The data suggested around 40% of children have fallen behind in vocabulary development and over half of teachers reported an increase in the number of children who have fallen behind in their vocabulary knowledge compared to previous years. “Overwhelmingly, teachers highlight the significant consequences of the pandemic with 95% believing school closures and disruptions during Covid-19 contributed to a widening vocabulary gap," the OUP said.

“Teachers are keen for schools to work with parents to tackle the issue, with 85% believing schools could do more to encourage parents to be involved in their child’s vocabulary development,” the publisher added. Equally over two thirds of parents surveyed are eager to engage with schools, with 68% of parents welcoming more guidance when it comes to developing their child’s vocabulary.

Almost all the teachers agreed that parents should be actively involved in their child’s vocabulary development, but only 44% of schools encourage parents to do so.

Around 68% of parents would like more guidance from schools when it comes to developing their child’s vocabulary.

The research has been published as OUP reveals plans for the second year of its Raise a Reader initiative, designed to support children’s literacy in the wake of the pandemic.

To help tackle the issue, the publisher will be extending its Oxfordshire Raise a Reader programme, in partnership with the National Literacy Trust (NLT) and the charity’s Libraries for Primaries campaign, to an additional 10 schools across the county in 2024 including Banbury, Witney and Oxford.

The OUP has also updated its free Raise a Reader pack for parents featuring tips and activities based on the latest research to support vocabulary development and reading at home. The packs include advice from teachers, as well as three key approaches to building vocabulary: conversation; reading; and activities.

Avnee Morjaria, policy director for education at OUP, cited how Covid-19 had affected children’s learning. She said: “We can see first-hand the impact the pandemic had on young people’s education and this is one of the key reasons why we launched our Raise a Reader campaign last year. Falling behind on vocabulary development is a significant issue for many children, and one which can impact their learning at school and later life chances.

“The research captures the views of teachers and parents across the UK and based on their feedback, aims to give practical advice on the different ways in which we can support children’s literacy and language development. We are looking forward to working with the NLT to support more schools next year and ensure that all children have the tools and opportunities to become life-long readers."

Sinéad Naidoo, NLT senior programme manager at Raise a Reader, believes the report is "further evidence of the need for every primary school to have a library". She added: "School libraries are essential in helping to fuel a child’s imagination, build a rich vocabulary, and give them the literacy skills they need to succeed in life.

"When families across the country may be struggling to afford books at home, school libraries can be a child’s only access to books and the joy of reading."