Introduction: Reading as a pillar of learning
Reading well is not just another goal: it is the key to everything else. When a child understands what they read, they can learn science, solve maths problems and express themselves better in all areas. International assessments emphasise this. Studies such as PISA and PIRLS highlight that primary school is a key stage: this is where children consolidate their reading habits and develop the comprehension strategies they will need to achieve positive academic performance.
If we add reading in English to this foundation, the benefits multiply: not only are linguistic and cognitive skills reinforced, but bilingualism is also encouraged from an early age, when the brain is most receptive. Reading in a second language activates new neural connections, enhances cognitive flexibility, and opens a window to the world that enriches learning in all subjects.
The current challenge: screens, reading habits and regulations that call for balance
Source: OECD, PISA 2022 Database
Teachers and families have expressed concern about the increase in screen time among children and the impact this has on attention, motivation and reading habits. The Community of Madrid has responded with pioneering regulations that seek to restore balance: limiting individual use of devices in nursery and primary schools and prioritising paper-based work, handwriting and comprehensive reading.
It is not a question of rejecting technology, but rather of using it in a pedagogically meaningful way, guided by teachers. The real challenge lies in combining the best of both worlds: the depth provided by reading on paper and face-to-face interaction, together with the motivation offered by digital resources such as gamification and listening to native speakers. In addition, technology adds an essential value: it promotes personalised learning, allowing the pace and level of activities to be adapted to the needs of each student, both inside and outside the classroom. This flexibility complements the traditional work of the teacher and becomes a great ally in addressing the diversity of today’s classrooms.
At a time when international reports highlight the need to strengthen reading comprehension, this balance becomes key to motivating students both in the classroom and at home.
Why reading in English in primary school makes a difference
Cognitive benefits
Reading in English strengthens essential executive functions. By switching between two languages, children train their attention and inhibitory control, which are fundamental for maintaining concentration and avoiding distractions. They also develop greater cognitive flexibility, i.e. the ability to adapt to new rules and change mental strategies, something that research has linked to bilingual practice. Furthermore, tackling texts in another language reinforces working memory and the ability to monitor comprehension, as it requires constantly retaining information, making inferences and adjusting interpretations. All of this translates into more effective and lasting learning.
Creativity, imagination and curiosity
The act of reading, in any language, is also a gateway to exploration. We connect children to the world from a multicultural perspective. Each story invites children to imagine scenarios, bring characters to life and ask questions about what they discover. In this way, reading feeds their natural curiosity, awakens creativity and strengthens the imagination, skills that will be key to learning to think critically, innovate and better understand the world around them.
In short, promoting reading from primary school onwards ensures that children develop not only better language skills, but also the cognitive and creative abilities that will sustain their learning throughout their lives.
A response aligned with evidence and regulations: Read & Play + Bookroom Bites
After listening to teaching teams and Madrid regulations, Milton Education has designed a hybrid approach that balances digital and print media with the aim of encouraging reading in English among primary school pupils:
Read & Play is the digital part of the programme, with over 800 readings narrated by native speakers. and graded activities that work on fluency, comprehension and a love of reading. Its design also includes accessibility and personalisation tools that reinforce inclusion and student motivation:
- Accessibility for NEAE: colour contrast options (colour blindness, visual impairment or dyslexia).
- Personalised learning pace: adjustment of speech speed.
- Adaptive levels: graded difficulty in readings and activities.
- Variety and choice: wide range of topics (technology, sport, science, culture, etc.), allowing students to choose and spark their interest in reading.
Bookroom Bites , meanwhile, brings this experience to paper with stories based on the curriculum, comprehension questions, creative tasks and hands-on activities that consolidate literacy skills in pupils from Years 1 to 6 of primary school. With two different series (Red & Blue), it adapts to different levels of English and encourages habits of deep reading, handwriting and oral expression.
The ideal solution comes from combining both resources. In this way, Read & Play y Bookroom Bites complement each other and respond to a real need: to motivate children to read more and better in English, inside and outside of school, with an inclusive, flexible and balanced approach.
If you would like further information or to request a personalised meeting, please contact Antonio on 603 909 954 or write to antonio@miltoneducation.com.
Conclusion
Reading, playing and enjoying English is much more than passing an exam: it is connecting the brain to learn better today and continue learning throughout life. With a balanced approach — paper and technology, with meaning and moderation — and materials designed based on evidence and the reality of the classroom, reading comprehension becomes the real driving force behind primary education. That is the spirit of Read & Play y Bookroom Bites : reading, playing and learning to the fullest while having fun.