Non-Fiction November: Why Factual Reading Matters from KS1 to GCSE

Non-Fiction November: Why Factual Reading Matters from KS1 to GCSE

When parents picture "reading", they often think of stories: a bedtime picture book, a chapter book, a set novel for school. Stories matter enormously. But some of the most important reading your child will do, at school and in life, is factual. That includes articles, guides, reports, biographies, diaries and letters.

November is a good month to give it more attention. Non-Fiction November is an annual celebration of factual reading, started by the Federation of Children's Book Groups and supported with free resources from the National Literacy Trust. This year's theme is "Reading is an Adventure". Here is why non-fiction deserves a place in your child's reading, and how to build it in at home.

Non-fiction can win over reluctant readers

Some children who say they "don't like reading" simply haven't found the right kind of book. A book about sharks, space, football or the Romans can change that.

The National Literacy Trust's 2022 research found that 55.7% of children and young people aged 8 to 18 read non-fiction in their free time. Boys (54.5%) and girls (56.7%) did so at similar rates. Non-fiction readers were also far more likely to say they read to relax (62.0% against 33.4%) and that reading makes them feel better (53.2% against 26.0%).

That matters, because reading for pleasure remains fragile. The Trust's 2026 survey of more than 125,000 children found that 36.1% of 8 to 18-year-olds enjoy reading in their free time, and only 20.3% read something daily. Both figures rose on 2025 but remain below levels of a decade ago. Any route into regular reading is worth taking.

It builds knowledge, and knowledge builds comprehension

Understanding a text depends heavily on what a reader already knows. A child who has read about volcanoes will follow a passage on Pompeii more easily than one meeting the topic cold. Non-fiction steadily adds to this store of background knowledge and subject vocabulary, such as "erupt", "evidence" or "migration".

It also asks for different reading skills. Children learn to use headings, captions, diagrams and glossaries. They learn to skim for the main idea and scan for a detail.

It is central to GCSE English Language

For older students the stakes are clear. In AQA's GCSE English Language, Paper 2, "Writers' Viewpoints and Perspectives", is worth 50% of the qualification. Its reading section uses two linked sources: one non-fiction and one literary non-fiction text, such as journalism, letters, diaries, travel writing or autobiography. One is always from the 19th century.

Students must compare writers' viewpoints and analyse how language is used to persuade. They then write their own opinion piece. A teenager who reads articles and comment pieces regularly starts with a real advantage. Other exam boards also assess non-fiction reading at GCSE, so check your child's specification.

Reading is also set to receive more attention earlier in secondary school. In its response to the Curriculum and Assessment Review, the government has committed to a new statutory reading test in Year 8, checking fluency and comprehension. No start date has been confirmed yet.

Practical ideas for every age

Key Stage 1 (ages 5–7)

Share simple information books on topics your child loves, and talk about the pictures and labels.
Read real-world texts together: recipes, signs, menus and instructions.
Ask "What did we find out?" after reading, to build recall.

Key Stage 2 (ages 7–11)

Try a children's newspaper or magazine for short, regular reading.
Practise finding information quickly using the contents page and index.
Ask your child to explain one new fact to the family. Teaching it back strengthens understanding.

Key Stage 3 and GCSE (ages 11–16)

Read a news article or comment piece together each week and discuss the writer's viewpoint.
Ask: "What is the writer trying to make me think? Which words show that?"
Try short extracts of older non-fiction, such as Victorian letters or diaries, to build familiarity with 19th-century language.
Encourage your teenager to write a short reply arguing the opposite view.

A-Level

Wide reading of essays, criticism and quality journalism supports coursework and comparative essays in both English Language and Literature.

Talk about the reading, not just the reading time

How children read matters as much as how much they read. The Education Endowment Foundation (EEF) finds that teaching reading comprehension strategies adds about seven months' progress over a year, on average. This is based on moderate-strength evidence from 184 studies. The strategies include predicting, asking questions, making inferences and summarising.

You can model these at home. Before reading, ask what your child expects to learn. Halfway through, ask what they would like to know next. Afterwards, ask them to sum up the piece in two sentences.

The EEF also advises choosing texts that offer a manageable challenge. Pick topics your child already cares about, so new information has something to attach to.

Make this month a starting point

Non-Fiction November is a useful prompt, but the habit is what counts. A few minutes of factual reading and conversation each week can build knowledge, vocabulary and confidence, and many of the skills GCSE English rewards.

If your child would benefit from more structured support with reading comprehension, analysing non-fiction or GCSE preparation, Tuition Central offers personalised online English tuition from KS1 to A-Level. Find out more at www.tuitioncentral.co.uk.