A recent wave of research and educator testimony is highlighting a troubling trend: Gen Z parents are reading less to their children, a shift that experts fear may have long-term consequences for childhood literacy and development. According to a survey commissioned by HarperCollins UK and reported by The Guardian, fewer than half of Gen Z parents described reading to their children as “fun for me,” while nearly a third see reading as “more of a subject to learn” rather than an enjoyable activity—a marked difference from previous generations (The Guardian).
This change comes at a pivotal time for literacy worldwide. The practice of reading aloud to young children has been widely recognized as critical for language development, emotional intelligence, and future academic success. Yet, as fatigue, stress, economic challenges, and the omnipresence of screens intensify, many Gen Z parents report finding reading “boring,” time-consuming, or simply less preferable compared to digital content—a sentiment now echoed across diverse socioeconomic backgrounds.
For Thai families, this research raises pressing questions about parenting in a digital age. Studies conducted in Thailand over the past decade have shown that daily parental reading correlates with higher vocabulary and literacy scores by primary school, supporting international findings (Bangkok Post, Chulalongkorn University Research). However, similar challenges are surfacing locally: urban Thai parents cite work fatigue and dependence on screens as reasons for skipping nightly storytime.
The HarperCollins survey reveals alarming shifts: Only 41% of parents reported reading to their children before age five, a drop from 64% in 2012. Even more concerning, merely a third of children aged five to ten now read for fun, compared to over half a decade ago. These numbers signal a significant reduction in positive reading behaviors within the home and mirror patterns already noted by Thai Ministry of Education reports linking decreased literacy engagement with lower test scores (Ministry of Education Thailand).
Educators globally are witnessing the fallout. A Houston-based literacy instructor notes that while children can focus on platforms like YouTube for hours, they have growing difficulties remaining engaged with print books—even for brief periods. “We see children who can sit still and focus for hours on YouTube or Miss Rachel, but when you sit them down with a book, they move, wiggle, or scream and run away,” the instructor states (The Guardian).
The driving factors behind this generational shift are complex. Gen Z, the first generation to grow up with ubiquitous digital technology, faces an economy characterized by instability and high childcare costs. After an exhausting workday, many find themselves overwhelmed, with less energy for the consistency required for bedtime stories—especially as children frequently demand rereads of the same book. Others simply did not grow up in households where reading was a pleasurable activity, further diminishing their motivation to establish the habit.
Cultural trends in Thailand reinforce these challenges. Research from Mahidol University suggests that parents in urban centers such as Bangkok are twice as likely to use smartphones or televisions to keep children occupied compared to those in rural areas, where traditional storytelling and folk songs persist, albeit to a lesser-known extent (Mahidol University Early Childhood Study). Although Thailand’s national curriculum encourages early literacy, classroom teachers report that incoming first-graders now display greater disparities in vocabulary, listening skills, and reading readiness, particularly in areas where digital media consumption is high.
Why does this matter? According to a speech-language pathology professor from a US university, children not exposed to regular at-home reading typically enter school with a smaller vocabulary—a predictor of ongoing academic struggle. The practice of reading aloud is not just about acquiring language; it serves as a model for emotional expression, building empathy, and nurturing a love for learning. The president of the American Association of School Librarians argues that parents must act as “reading role models,” a sentiment mirrored in Thai educational policy, which has promoted “Family Reading Hours” on national media since 2020 (Thai PBS).
Gender disparities add another layer of concern: The HarperCollins research found boys aged zero to two were read to far less than girls, with worrying implications for their subsequent classroom performance—a trend echoed in Thai studies revealing boys’ consistently lower reading comprehension scores by third grade (Office of the Basic Education Commission, Thailand).
As screen time rises, experts warn of missed opportunities for cognitive, linguistic, and social development. Pediatric guidelines recommend no more than one hour of non-educational screen time per weekday for children ages two to five (American Academy of Pediatrics), yet parents globally and in Thailand often find these limits impractical. “Most parents view the iPad as a necessary evil,” a parent confessed in the survey, echoing sentiments observed in recent focus groups conducted by the Thai Health Promotion Foundation (ThaiHealth Foundation).
Responding to the dilemma, some educators recommend incremental strategies. Experts suggest that parents begin with very short, interactive story sessions—“even a few minutes is better than nothing”—and stress that quality of engagement can sometimes outweigh quantity. “You don’t have to read every word,” a speech pathology professor advises. “Talking about the book’s pictures or letting children tell the story in their own words also counts.” This approach aligns with Thailand’s preschool curricula, which emphasize “picture book conversations” and peer storytelling as key elements of early childhood development.
Historical context offers further insight. For generations, Thailand’s oral storytelling and poem-reciting traditions have served not only to transmit language skills but also cultural values. The shift toward modern, screen-heavy lifestyles, particularly in urban areas, risks eroding these foundational practices. However, in rural provinces, community reading circles and village temple libraries provide enduring models of literacy support—even as urbanization and migration draw young families into environments where digital distractions dominate.
Looking forward, the stakes are high. A persistent dip in regular reading—whether in the UK, US, or Thailand—risks undermining children’s vocabulary, attention span, and social skills, amplifying later school achievement gaps. As seen during the Covid-19 pandemic, when classroom instruction shifted online and parental involvement became even more critical, those students with established family reading routines were better equipped to adapt and maintain academic progress (UNICEF Thailand).
To arrest the decline, both public health and education authorities are mobilizing new campaigns. In Thailand, the Ministry of Education is collaborating with public broadcasters and major publishers to distribute free illustrated books during national holidays and is piloting mobile app-based reading challenges with incentives for parents and children alike. Authorities are also promoting the revival of intergenerational storytelling events, leveraging local elders and traditional poets as community “reading role models.”
For parents seeking guidance, experts offer accessible steps: Start with five minutes of story time, let the child pick the book, and use available opportunities—such as bus rides or meal times—to share rhymes and stories. For those concerned about their own reading fluency, even describing pictures or making up simple tales can foster essential connections. The incremental adaptation of these strategies, according to the Thai Early Childhood Education Department, can help make reading a positive family activity rather than a chore.
In conclusion, while economic pressures and technological changes have made traditional reading routines more challenging, the cumulative research is clear: Children need language-rich, interactive experiences with caring adults to thrive. For Thai families, drawing on both modern and traditional literacy practices offers a path forward. Small steps—reducing screen time, choosing age-appropriate books, and sharing stories in any language—can yield outsized benefits in the classroom and beyond. Educators, policymakers, and communities must work together to make reading not just a requirement, but a joyful and integral part of raising the next generation.