Reading for pleasure is associated with numerous educational and social benefits. For example, it has been associated with increased reading attainment and writing ability, greater breadth of vocabulary and greater general knowledge (e.g. Cox and Guthrie, 2001). Children who read very little do not reap these benefits, and studies show that when struggling readers are not motivated to read, their opportunities to learn decrease significantly (e.g. Baker, Dreher and Guthrie, 2000). This can lead to strong negative feelings about reading and create a vicious circle in which poor readers remain poor readers (Juel, 1988). However, evidence from the Organisation for Economic and Cooperative Development (OECD) Programme for International Student Assessment shows that although social background is a powerful factor influencing performance, poor performance does not automatically follow from low socio-economic status: 15-year-old students whose parents have the lowest occupational status, but who read regularly and feel positive about it, are better readers than students with home advantages and weaker reading engagement (OECD, 2002). The research evidence suggests that encouraging reading for pleasure could be a way of contributing towards raising educational standards and combating social exclusion. In the light of this, the National Literacy Trust conducted a survey of school pupils' reading habits and preferences in 2005 (Clark and Foster, 2005). The sample consisted of 8,206 pupils from 57 primary and 41 secondary schools, who completed a 23-point self-report questionnaire. There was an almost equal representation of boys and girls within the sample (52.9% and 47.1%, respectively). The ages ranged from five to 17 years, with the majority of students being 12 (27.9%) and 13 (21.1%) years old. The findings that children from poorer families read less, enjoy reading less, and receive less encouragement to read from their parents are not surprising. In view of the findings of the present study, the National Literacy Trust makes the following three recommendations: (1) Create a school culture in which all children and young people are encouraged to be enthusiastic readers; (2) Target resources at schools/ communities that deal with disadvantaged children and their parents; and (3) Consider how parents can be supported in encouraging reading in the home. (Contains 3 tables and 2 figures.)