Reading is taught primarily by family members, early-childhood educators and teachers. The state has made schooling compulsory, and with it comes the acquisition of literacy, including the ability to read. These skills are generally expected to be fully mastered by the end of the first year of primary school, although some children may take longer.

At first glance, it might seem that reading should pose no problem. Sadly, however, reality falls short of expectations. The results of national and international studies conducted more than a decade ago showed that approximately one in five adults and one in five 15-year-olds lack the reading skills needed to function fully in modern society (Viiest eurooplasest ühele on maailm raskesti loetav: Euroopa Liidu kõrgetasemeline kirjaoskuse eksperdirühm, 2012).

What, then, does it mean to possess the reading skills needed to function fully in society? If it means that a person can read but struggles with longer texts and has difficulty understanding them, the problem may be linked to the increasing digitalisation of society. The ability to access and share virtually unlimited amounts of information at extraordinary speed, around the clock, has significantly changed both language and the way we use it.

Broadly speaking, a generation has grown up that struggles with long texts, including books, because everyday life has accustomed them to the clipped sentences, shorthand and smileys of online communication. Yet the internet language born of digitalisation has not eradicated standard written language. No official letter, contract or law is written in the language used for online communication. To read and understand these “important” documents, we need to read books.

The findings of the reading survey Estonians Read 2025, conducted during Estonia’s Year of the Book, show that “more than half of Estonian adults read books regularly. So the situation is by no means as bleak as it is sometimes thought to be” (Raag, 2025). The same article also points to the darker side of the picture: “Approximately 15 per cent of people do not pick up a book at all. About the same proportion read only once or twice a year. Together, they account for around 30 per cent of the population” (Raag, 2025).

In a materialistic society, it is reasonable to ask: what do I get out of reading?

The latest reading survey offers an answer: “Through reading, we can withdraw, even if only for a moment, from the noise of everyday life and retreat into our inner world. This helps us maintain our inner balance and find contentment in spending time with ourselves. In this sense, reading fiction can be a deeply therapeutic activity” (Heiberg, 2026).

“When it comes to books that provide knowledge, such as popular science books or reference works, they are connected with a shared understanding of facts and the spread of ideas. On the one hand, a book is very much a doorway into the space within ourselves; on the other, that entrance lies somewhere beyond the shared world” (Heiberg, 2026).

Children are introduced to books from an early age. At school, recommended reading becomes progressively more demanding in both content and language. This should broaden their command of language, strengthen their ability to draw conclusions and help them see the world in all its variety.

In adulthood, the habit of reading may fall away for various reasons. Joining a book club is one good way to rekindle it. The purpose of such gatherings is to bring people together through literature and offer them a chance to read together, discuss what they have read and discover new ideas.

For example, TalTech has had a reading club for the past two years. Its members come from across the university. Together, they choose books to read and discuss. As part of Estonia’s Year of the Book, the focus has been on Estonian authors.

One of the best things about the discussions is that every participant gets to share their thoughts about the book. It is often surprising to discover how differently the same text can be understood—or misunderstood. Participants frequently relate what they have read to their own experiences, discover similarities between different eras and acknowledge that some subjects had never previously sparked much interest.

Why, then, is it still worth reading books? Reading helps us develop our language skills, thinking and analytical abilities. It also helps us understand other people, draw conclusions and solve problems. Beyond that, reading offers respite and peace of mind, while opening us up to new ideas and experiences.

Marju Lauristin has answered this question particularly well: “Your brain grows lazy—it no longer has the energy to make an effort or grapple with something complex, and it loses the ability to experience the joy and pleasure of a greater challenge. Just as an athlete is happy with an achievement, a reader is happy after finishing a very good book. It is a special kind of intellectual pleasure that reading gives you” (Pullerits, 2026).

Happy reading!

Sources

Heiberg, S. (March 2026). „Lauristin: raamatukoguhoidja on oluline sõlmpunkt raamatuilma ja lugeja vahel. ERR Kultuur.“ https://kultuur.err.ee/1609970045/lauristin-raamatukoguhoidja-on-oluline-solmpunkt-raamatuilma-ja-lugeja-vahel

Pullerits, P. (February 2026). „LUUBI ALL ⟩ Marju Lauristin: lugemine on seotud eesti rahva vaimse ja ka füüsilise kestmisega.“ Postimees. LUUBI ALL ⟩ Marju Lauristin: lugemine on seotud eesti rahva vaimse ja ka füüsilise kestmisega

Raag, T. (25 November 2025). “Neli vaadet lugemise tulevikule Eestis / Õpetajate leht Neli vaadet lugemise tulevikule Eestis - Õpetajate Leht“ High Level Group of Experts on Literacy of the European Union (2012). One in Five Europeans Finds the World Difficult to Read: Annotated Summary. PDF

tseiiV tsesalpoorue elehü no mliaam itseksar vateol = Viiest eurooplasest ühele on maailm raskesti loetav : Euroopa Liidu kõrgetasemeline kirjaoskuse eksperdirühm (kommenteeritud kokkuvõte), 2012 euroopa liidu kõrgetasemeline kirjaoskuse eksperdirühm-NC3212309ETN.pdf