Christmas break offers something children rarely get during the school year: time. Fewer schedules, fewer academic demands, and more open moments during the day. For parents, this often raises a familiar question. What kinds of books should my child be reading over the holidays?

Research suggests that the goal during breaks like Christmas is not academic acceleration, but maintaining reading engagement and motivation while protecting reading skills¹². The right types of books can help children keep reading without turning the holidays into an extension of school.

Here is what research and experts suggest works best.

1. Familiar and Comfort Books Matter More Than New Challenges

During school, children are often pushed to read at or above grade level. Over breaks, research shows that returning to familiar series or favorite characters supports reading fluency and confidence³.

Studies on reading motivation show that children are more likely to continue reading when the experience feels predictable, enjoyable, and low pressure⁴. Re reading a beloved book is not wasted time. It strengthens word recognition and comprehension while reinforcing positive feelings toward reading.

News outlets covering literacy trends consistently highlight that children who associate reading with comfort are more likely to resume independent reading after breaks⁵.

Good Christmas break choices include:

Books from familiar series
Favorite authors
Stories the child has already enjoyed but wants to revisit

2. Shorter Books and Read Aloud Friendly Texts Work Best

Elementary children often experience fragmented attention during holidays due to travel, visitors, and excitement. Research on cognitive load shows that shorter texts help children sustain engagement during busy periods⁶.

Picture books, early readers, graphic novels, and short chapter books reduce fatigue and increase the likelihood that a child finishes the book, which is a key predictor of reading confidence⁷.

Read aloud friendly books also support vocabulary growth and comprehension, especially when parents join in casually rather than turning reading into instruction⁸.

Examples include:

Illustrated chapter books
Graphic novels
Holiday themed picture books
Short story collections

3. Choice Is One of the Strongest Predictors of Reading Over Breaks

Multiple studies confirm that allowing children to choose their own books significantly increases reading motivation and time spent reading⁹.

When parents select books solely based on perceived educational value, children are more likely to resist reading. Research emphasizes that interest driven reading supports vocabulary development, comprehension, and long term literacy growth even when books are not traditionally academic¹⁰.

This is especially important during Christmas break, when children benefit most from feeling ownership over their reading.

Letting children choose books about:

Fantasy
Animals
Humor
Sports
Adventure
Comics

4. Light Series and Character Driven Books Support Habit Building

Holiday breaks are an ideal time to strengthen reading habits rather than introduce heavy content. Research on reading frequency shows that series books encourage continued reading because children already understand the world and characters¹¹.

Educational researchers note that character attachment increases persistence, especially for early and reluctant readers¹².

This explains why children often finish multiple books in a series over breaks even if they struggle to finish single standalone titles during school.

Series reading supports:

Reading stamina
Fluency
Confidence
Independent reading behavior

5. Seasonal and Emotionally Positive Books Reinforce Reading Enjoyment

Research in developmental psychology shows that emotionally positive reading experiences strengthen memory and motivation¹³. Holiday themed books tap into excitement, family connection, and routine changes that make stories more meaningful.

News coverage on holiday learning loss consistently emphasizes that maintaining positive literacy experiences over breaks reduces regression without requiring formal instruction¹⁴.

Books that connect to the season help children associate reading with joy rather than obligation.

Final Thought

Christmas break reading should feel different from school reading. The research is clear that enjoyment, choice, familiarity, and emotional connection matter more than difficulty level during holidays¹²⁹.

The best books for Christmas break are the ones children actually want to read and finish. When reading feels fun and flexible, children are more likely to return to school with confidence, stronger habits, and a positive relationship with books.

References

Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores. Review of Educational Research, 66(3), 227 to 268.
Allington, R. L., & McGill Franzen, A. (2018). Summer reading loss. The Reading Teacher, 72(2), 119 to 130.
Mol, S. E., & Bus, A. G. (2011). To read or not to read. Psychological Bulletin, 137(2), 267 to 296.
Guthrie, J. T., & Wigfield, A. (2023). Reading motivation and engagement. Reading Research Quarterly, 58(1), 1 to 25.
Scholastic. (2022). Kids and Family Reading Report. Scholastic Inc.
Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37 to 76.
Schiefele, U., & Löweke, S. (2020). The role of interest and choice in reading engagement. Journal of Educational Psychology, 112(4), 703 to 719.
Sénéchal, M., & LeFevre, J. (2020). Shared reading and literacy development. Child Development, 91(2), 352 to 370.
Gambrell, L. B. (2011). Seven rules of engagement. The Reading Teacher, 65(3), 172 to 178.
Krashen, S. (2004). The power of reading. Libraries Unlimited.
Merga, M. K. (2015). Series books and reading frequency. Journal of Adolescent and Adult Literacy, 59(1), 21 to 30.
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). Reading motivation and persistence. Educational Psychology Review, 32, 183 to 208.
Immordino Yang, M. H., & Damasio, A. (2007). We feel therefore we learn. Mind, Brain, and Education, 1(1), 3 to 10.
The New York Times. (2021). How to prevent learning loss over school breaks.