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CLECS Clecs: 10 Questions for NICOLA DAVIES and SIÔN TOMOS OWEN Interviewed by ZOË BRIGLEY At the beginning of 2026, the Literature Wales appointed Children's Laureate Wales and Bardd Plant Cymru released a letter drawing attention to a dramatic fall in literacy levels and reading for pleasure among children and urging the government to take action. We catch up with them to find out more about their campaign and their roles taking poetry to young people in English and Welsh. 1. In your open letter published in January 2026 at the beginning of the National Year of Reading, you described a 'crisis happening in our schools. What made it important to speak publicly at this moment? Nicola Davies: The answer is in the question - it's the start of a year that is meant to focus on reading and yet thousands of children in Wales will leave primary education without the ability to read fluently. As a result, they won't be able to engage with their secondary level education. This is a national scandal and the start of the National Year of Reading seemed like the right moment to bring it into the spotlight Siôn Tomos Owen: I noticed a big change in the last few years where Learning Support are involved in my workshops prescribed for children who can't read and write. This is relatively new and concerning. Every year should be year of reading because without reading, navigating the world day to day is difficult and the timing highlighted the dentistry needed in schools to fill in massive cavities that removing libraries have left. We in Cymru have chops full of knackered gnashers before kids even get to comp. 2. The letter seems to argue that reading for pleasure is a stronger indicator of future success than socio-economic status. Is that right or is there more to that? Why do you think pleasure and enjoyment are so central to literacy? POETRY 64 WALES
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Siôn Tomos Owen: The letter doesn't argue for future success. It's for future clarity. Whereas before we would've said that reading was basic for getting by, reading for pleasure shows that kids are beyond the basics in an educational setting. Kids are told what to read and if they don't reach a certain level, they'll be told what to read for the rest of their lives. Read this to get to the next level, read this to pass this exam, read this to be able to find this job, read this to be able to have this benefit if you can't find a job, read this so you don't get ripped off by a company, read this so you can bury your parents. Imagine all that without understanding a word. CLECS Nicola Davies: The letter doesn't argue that reading for pleasure trumps social deprivation. It doesn't need to argue that because the evidence for it is overwhelming. Education systems that place reading for pleasure at their core are extremely successful. This is why Eire scores so highly on the PISA [Programme for International Student Assessment] scale. Mention of reading for pleasure didn't occur in any Welsh government education documents until March 2026. It isn't mentioned in the new national curriculum for Wales. On the PISA scale, Wales comes two countries from the bottom. We often hear reading discussed in terms of the mechanisms through which reading is acquired. If children derive no pleasure from books they struggle to learn to read, but children who are read to before they come to school already know that books are rewarding. These children are highly motivated to acquire the skill of reading. They transcend boundaries of economic and social deprivation and break class barriers. 3. You write that books should be 'visible, available and easily accessible. 'What does a thriving reading culture look and feel like in a school or community? Nicola Davies: A thriving reading culture depends on teachers who are readers, who are knowledgeable and enthusiastic about children's literature, and who share a variety of books with their students. Reading aloud is a regular part of the school day and is something everyone enjoys. Books are available in a well-stocked library which is an inviting, pleasant place to spend time. Books are on display in classrooms. Children are encouraged to share opinions about books and are never judged for their choices. A copy of the poster "The Rights of the Reader' is a feature of every public space in the school. Siôn Tomos Owen: Choice is the key element. Children aren't gonna realise they can make their own decisions if all they have is a list of books someone's set out for them. Most people who hate reading do so because they didn't find it fun when they were young. I did over 100 workshops in libraries between January & March. Children come in, seeing a proper, tidy library for the first time. The visible pleasure on their faces! More books than they've probably ever seen in one place - it's so clear and beautiful. Some kids read the book they know they like. Others pick the biggest, chunkiest book, sit in the corner and pretend to read it. Why? Because it's new and exciting. That is their introduction to choice. Some kids have never experienced reading, but they pick up the heaviest book, the most colourful book, an anatomical book with boobs and penises. They might not even read it but the excitement is in the choice the library offers. 4. Both of your roles involve meeting children and young people across Wales. What have those encounters taught you about how young people currently relate to poetry and reading? Siôn Tomos Owen: I did a workshop in my old school recently. It was one of my favourites because not only did some of the students slag off my own poem to my face POETRY 65 WALES

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CLECS

Clecs: 10 Questions for NICOLA DAVIES and SIÔN TOMOS OWEN

Interviewed by ZOË BRIGLEY

At the beginning of 2026, the Literature Wales appointed Children's Laureate Wales and Bardd Plant Cymru released a letter drawing attention to a dramatic fall in literacy levels and reading for pleasure among children and urging the government to take action. We catch up with them to find out more about their campaign and their roles taking poetry to young people in English and Welsh.

1. In your open letter published in January 2026 at the beginning of the National Year of Reading, you described a 'crisis happening in our schools. What made it important to speak publicly at this moment?

Nicola Davies: The answer is in the question - it's the start of a year that is meant to focus on reading and yet thousands of children in Wales will leave primary education without the ability to read fluently. As a result, they won't be able to engage with their secondary level education. This is a national scandal and the start of the National Year of Reading seemed like the right moment to bring it into the spotlight

Siôn Tomos Owen: I noticed a big change in the last few years where Learning Support are involved in my workshops prescribed for children who can't read and write. This is relatively new and concerning. Every year should be year of reading because without reading, navigating the world day to day is difficult and the timing highlighted the dentistry needed in schools to fill in massive cavities that removing libraries have left. We in Cymru have chops full of knackered gnashers before kids even get to comp.

2. The letter seems to argue that reading for pleasure is a stronger indicator of future success than socio-economic status. Is that right or is there more to that? Why do you think pleasure and enjoyment are so central to literacy?

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