How Rising Book Bans Are Undermining Children’s Reading Habits and Academic Growth

The conversation around book bans has grown louder in recent years, and a new study takes a close, data-driven look at what this trend might mean for children’s literacy. Danielle Dennis, dean of the University of Rhode Island’s Feinstein College of Education, has published a paper exploring a straightforward question: Are book bans contributing to declining literacy rates? Her research, featured in the latest edition of Literacy Today, pulls together national data and real-world observations to highlight how restricting access to books can chip away at reading habits and, as a result, overall academic achievement.

At the center of her study is a simple but powerful idea: children need to read a lot to become strong readers. And reading a lot is almost impossible without consistent access to engaging and diverse books. Dennis lays out how book bans—whether introduced formally or pressured informally—can interrupt that access and diminish the very reading volume that fuels literacy development.

Why Reading Volume Matters So Much

Dennis points to data from the National Assessment of Educational Progress (NAEP), a reliable indicator of national academic performance. According to NAEP findings, students who read for fun on a daily basis consistently score much higher on reading assessments than those who rarely read outside of class. This connection between reading volume and achievement cuts across age groups, regions, and backgrounds.

Reading for fun is not just a leisure activity—it’s a measurable predictor of academic growth. The more time children spend engaged with books, the more they strengthen vocabulary, comprehension, background knowledge, and cognitive stamina. All of these skills support long-term learning and contribute to success across subjects.

Because of this, anything that lowers reading frequency—especially at a time when reading scores in the United States have been declining—raises serious concern for educators and researchers.

How Book Bans Reduce Access and Motivation

One of the clearest findings in Dennis’s article is that access matters. Access determines what children can read, how often they read, and whether they find books they genuinely want to explore.

Book bans restrict access in multiple ways:

• Removing books from shelves eliminates opportunities for students to discover literature that matches their interests and identities.
• Limiting diverse voices narrows the range of perspectives students encounter, which can make reading feel less relevant or appealing.
• Discouraging book choice reduces motivation; children are much more inclined to read when they can select their own materials.

When children cannot find books that reflect their experiences or spark curiosity, they simply read less. Lower reading volume, in turn, stunts literacy development—a ripple effect Dennis emphasizes throughout her work.

She explains that when reading volume drops because access is limited, the consequences extend beyond reading scores. Reading supports learning in science, social studies, writing, and beyond. A decline in independent reading weakens these areas as well, creating a broader academic impact.

The Ripple Effect on Teachers and Librarians

Dennis also examines how book bans affect the adults responsible for nurturing reading habits. She notes that increased scrutiny and controversy around certain books can prompt librarians and teachers to self-censor, even when no formal ban exists. This means:

• Certain titles may not be purchased or recommended.
• Classroom discussions become narrower.
• Educators may avoid topics they fear could draw criticism.

This indirect effect can significantly reduce the diversity and richness of materials available to students. Even well-intentioned educators may begin to err on the side of caution, leading to fewer recommendations, fewer displays, and fewer opportunities for students to encounter meaningful literature.

Why Diverse and Representative Books Matter

A major point highlighted in the research is the importance of diverse literature. Students are more likely to develop strong reading identities when they see:

• Characters who look like them
• Stories that reflect their communities
• Narratives that challenge or expand their worldview
• Genres that align with their interests

Book bans often target books featuring LGBTQ+ characters, racial diversity, or challenging real-world themes. Removing these books can make certain students feel unseen, and it deprives others of the chance to learn empathy and broaden their understanding of the world.

When collections become less diverse, reading becomes less engaging for many students. Without engagement, reading frequency declines—and literacy declines with it.

Practical Solutions to Support Reading Volume

Dennis doesn’t present her findings without offering ways forward. She outlines several steps that educators, families, and policymakers can take to support healthy reading habits and protect children’s right to read.

Here are the actions she suggests:

• Support policies that protect students’ rights to access a wide range of literature and oppose censorship efforts.
• Build collections that include many voices, genres, and experiences to appeal to all types of readers.
• Give students choice during independent reading time; allowing them to select their own books boosts motivation.
• Partner with local libraries to expand access, especially in communities where school libraries are underfunded.
• Create a reading culture at home by setting aside family reading time, discussing books, and modeling positive reading habits.

Dennis stresses that reading isn’t just an academic activity—it’s tied to personal growth, curiosity, and lifelong learning. Protecting access to books ensures that children can build the skills they need both in school and beyond.

Additional Insight: Why Access to Books Shapes Long-Term Literacy

To add further context beyond the study, research over several decades consistently supports the value of book access. Studies in educational psychology show that:

• Children with richer print environments develop stronger language skills earlier.
• Access to age-appropriate books predicts improvements in vocabulary size, reading fluency, and background knowledge.
• Students from low-income families benefit even more dramatically from improved access to reading materials.
• Independent reading is one of the few school-related behaviors strongly linked to both higher academic performance and long-term academic persistence.

In addition, the practice of letting students choose their own books—sometimes called student-directed reading—has been shown to increase not just reading volume but also reading confidence and reading comprehension. When children feel ownership over what they read, they’re more willing to spend time with books and challenge themselves with increasingly complex stories.

The Researcher Behind the Work

Dennis brings a rich educational background to this study. She began her career as an elementary school teacher in Minnesota, and her academic research has long focused on how literacy instruction is shaped by policy, teacher preparation, and data-driven decision-making. She also emphasizes improving professional literacy education so that teachers are well prepared to support diverse classrooms.

Her programs at the University of Rhode Island—both undergraduate and graduate elementary education programs—have been highly ranked. Throughout her career, she has emphasized that reading is a foundational skill essential to cognitive development and lifelong learning.

Why This Discussion Matters Right Now

As debates over book bans continue to expand across different regions and political environments, understanding their academic impact becomes even more important. Dennis’s work offers evidence-based insight into how restricting books can unintentionally harm children’s literacy. In a time when reading scores are already under pressure, decisions about access to books carry more weight than ever.

The takeaway is clear: children need access, choice, and diversity in their reading materials. Protecting these elements supports not only literacy but also curiosity, confidence, and long-term learning.

Research Paper Link:
https://publuu.com/flip-book/24429/2170832/page/10