A groundbreaking new study from the Organisation for Economic Co-operation and Development (OECD), known as the International Early Learning and Child Well-being Study (IELS) 2025, has shed light on a critical issue in Brazil's early childhood landscape. Conducted for the first time in the country, the research reveals that 53% of families in São Paulo (SP), Ceará (CE), and Pará (PA) never or rarely read books to their preschool-aged children under 5 years old. This figure stands in stark contrast to the international average, where 54% of families engage in shared reading three to seven times per week.
The findings, released on May 5, 2026, underscore how foundational habits like shared reading are shaping—or failing to shape—the cognitive, emotional, and social development of Brazil's youngest learners. With Brazil facing persistent educational inequalities, this data arrives at a pivotal moment, highlighting the need for targeted interventions from families, schools, and policymakers alike.
📖 The Methodology Behind the Revelatory Findings
The IELS 2025 study was a collaborative effort led by a consortium including the Fundação Maria Cecilia Souto Vidigal and the Serviço Social da Indústria (SESI), with coordination from the Laboratório de Pesquisa em Oportunidades Educacionais (LaPOpE) at the Universidade Federal do Rio de Janeiro (UFRJ). Data collection occurred between May and July 2025 across 89 municipalities in the three states, involving 2,598 children aged 5 enrolled in preschool.
Researchers assessed 210 schools—80% public and 20% private—using playful, age-appropriate activities such as games and stories to evaluate direct child performance. Questionnaires gathered insights from parents and teachers on home environments, behaviors, and routines. The study measured three core domains: fundamental learning skills (emergent literacy and numeracy), executive functions (working memory, inhibitory control, cognitive flexibility), and socioemotional skills (emotion recognition, empathy, prosocial behavior)—spanning ten subdomains in total.
This rigorous, direct-assessment approach ensured reliable insights into real-world development, making Brazil the only Latin American participant alongside countries like England, China, and the United Arab Emirates.
Shocking Reading Habits: Only 14% Read Regularly
At the heart of the study is the alarming revelation about shared reading. Just 14% of Brazilian families read to their children three to seven times weekly, compared to the global benchmark of 54%. Even among higher socioeconomic groups, frequent reading barely reaches 25%. Tiago Bartholo, a lead researcher from UFRJ, notes that this gap stems from limited awareness: "The importance of shared reading as a core part of literacy development isn't widely disseminated."
Shared reading—where an adult reads aloud interactively—builds vocabulary, comprehension, and bonding. Step-by-step, it works by exposing children to complex language structures, fostering imagination, and strengthening neural pathways for attention and memory. In Brazil, where 51.5% of sampled families receive Bolsa Família benefits, access to books and time for reading are often constrained by economic pressures.
- 53% never or rarely (<1x/week)
- 33% 1-2x/week
- 14% 3-7x/week
Performance Snapshot: Strengths in Literacy, Gaps in Math
Brazilian children scored slightly above the international mean in emergent literacy (502 vs. 500 points), reflecting recent policy successes in teacher training and alphabetization programs. Emergent literacy encompasses oral language skills, vocabulary richness, and narrative comprehension—key precursors to reading proficiency.
However, numeracy emerged as a weak spot at 456 points, 44 below the global average. This involves basic counting, quantity comparison, and spatial awareness. Functions like working memory showed moderate deficits, while socioemotional skills were stronger (emotion attribution: 501; identification: 491).
Recent national data shows progress: 66% of children were literate at age-appropriate levels in 2025, exceeding the 64% target, with goals aiming for 80% by 2030.
Socioeconomic and Racial Divides: Inequalities from Day One
The study exposes deep divides. Children from low-income homes lag significantly: 68% recognize numerals vs. 80% in high-SES groups; working memory gaps reach 39 points. Racially, white children outperform Black (17-point language gap, 40 in numeracy) and Pardo/Indigenous peers—Brazil's only country-specific racial analysis.
Boys consistently trail girls, mirroring PISA trends where Brazil ranks low in reading. These gaps compound: low-SES Black boys face triple jeopardy, perpetuating cycles seen in Brazil's Gini coefficient—one of the world's highest at 0.52.
Beatriz Abuchaim from Fundação Maria Cecilia Souto Vidigal emphasizes: "Having books at home correlates with better performance across studies."
Screen Time vs. Outdoor Play: Modern Home Dynamics
Daily digital device use hits 50.4% (intl 46%), but educational screen time is low—62% rarely/never use apps for learning. Excessive non-educational exposure (3-4 hours/day) correlates with poorer literacy and math outcomes. Meanwhile, frequent outdoor activities lag at 37% (intl 46%), limiting physical and cognitive benefits.
Bartholo warns: "30 minutes daily is one thing; 3-4 hours is vastly different, impacting working memory brutally." Emotion discussions occur in 56% of homes (intl 76%), vital for empathy development.
Photo by Abstral Official on Unsplash
International Context: Brazil's Position Among Peers
As IELS 2025's sole Latin American entry, Brazil's results highlight regional challenges. While literacy edges ahead, numeracy trails sharply, echoing PISA 2022 where Brazil scored 410 in reading (OECD avg 476). Shared reading's 14% rate is quadruple below global norms, signaling cultural and access barriers absent in peers like England or South Korea.
For more on the global report, visit the OECD IELS publication.
Expert Perspectives: What Researchers Say
Mariane Koslinski credits literacy gains to policies like teacher training. Fausto Augusto Junior calls for evidence-based intersectoral actions: "Inequalities start early; support parenting to bolster integral development." Marina Fragato Chicaro links reading to violence reduction and poverty alleviation.
These voices from UFRJ and partners stress dissemination: families need awareness campaigns on reading's role in bonding and cognition.
Long-Term Impacts: From Early Habits to Lifelong Learning
Shared reading boosts brain architecture—vocabulary gaps reach millions of words by school entry, per global studies adapted to Brazil. It enhances executive functions, reducing impulsivity and boosting school readiness. Without it, inequalities snowball: low numeracy predicts PISA failures, limiting higher education access.
Brazil's 66% age-appropriate literacy masks vulnerabilities; IELS flags early math gaps risking STEM shortages.
- Vocabulary expansion: 1.4M vs. 600K words by age 3 in reading homes
- Improved attention span and empathy
- Lower behavioral issues, better academic trajectories
Government Initiatives and Promising Solutions
Brazil counters with programs like "Conta pra Mim" (MEC, stimulating family reading), PDDE Cantinho da Leitura (classroom libraries), and Itaú's "Leia com uma Criança." Recent R$16M boost for Dinheiro Direto na Escola targets infant literacy.
Policy recs: parenting support, family-school bridges, book access via Bolsa Família tie-ins. Universities like UFRJ can lead interventions research. For the full Brazil report, see Fundação Maria Cecilia.
The Role of Higher Education in Bridging Gaps
Brazilian universities, exemplified by UFRJ's LaPOpE coordination, drive evidence-based change. Research on scalable apps, teacher training, and equity programs can transform outcomes. Explore opportunities in education research via research jobs or Brazil university positions.
Future studies could expand IELS nationally, informing NEP-like reforms.
Actionable Steps for Parents, Educators, and Communities
Parents: Start 15-min daily reads; libraries offer free books. Educators: Integrate family literacy workshops. Communities: Partner with NGOs for book drives.
- Choose interactive books matching interests
- Ask open questions: "What do you think happens next?"
- Limit screens; prioritize play
- Track progress with simple checklists
These steps yield compounding benefits, narrowing gaps early.
Photo by Micaela Parente on Unsplash
While challenges persist, IELS 2025 offers a roadmap. By prioritizing shared reading and equity, Brazil can unlock its children's potential, fostering a more literate, equitable future. Ongoing university-led research will guide this journey.