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Encouraging Reluctant Readers

A guide for parents and teachers

• So your kids don't read books? Why not?
• Is there really a problem?
• But how can I help?
• But why don't they like books?
• So what can I do to overcome reluctance to read?
• But how do we find the right book?
• Yes, but where do we look?
• OK - we've found the right book. Now what?

So your kids don't read books? Why not?

There are two main reasons why kids don’t read books:

And often they don’t want to read because they can’t, and they can’t because they won’t. It’s a vicious circle.

Is there really a problem?

Reading ability is usually measured by reading age, e.g. a reading age of nine is the reading ability of the average nine year old. But this is only an average - children develop at different speeds; as they do in all things... So it’s not a reason to worry if your child is a bit behind.

However if a child’s reading age is well below the average, it begins to affect them, and steps should be taken. If you think something is wrong, in the first instance speak to your child’s teacher, who should be monitoring progress, should have identified those who are struggling, and should be able to help.

But how can I help?

First, understand that just because children don’t read well it doesn’t mean they’re 'stupid'. Second, don’t worry, professional help is at hand. Let’s start by looking at those two reasons: can’t read and won’t read:

Reasons range from schooling issues (they do happen – to the extent that children don’t ‘get’ reading, and that makes it hard) to more fundamental problems, such as visual impairment or dyslexia.

Actually, they probably do read. Reading isn’t just about reading books – it’s about reading. Reading shop signs, or on the Internet, or reading TV listings, all helps build basic literacy skills.

Children choose not to read books for a variety of reasons, but basically it boils down to this - if they’re not choosing books it’s because there’s something else they prefer to do in their free time.

But why don’t they like books?

There are probably two reasons:

Books used in early reading schemes can be pretty boring. The texts are simple (often patronising) and the illustrations are frequently pedestrian. These kinds of books usually do get the kids reading; but an unintended consequence can be that children learn that reading is something you do at school, and it’s boring and unrewarding.

Second, the process of learning to read is hard work. It’s about learning letter shapes and letter sounds, and then somehow learning to put all this together to decipher (experts call it decoding) the printed word. It certainly isn’t fun.

So what can I do to overcome reluctance to read?

Magical overnight conversions are unlikely. But whatever you do, don’t make it a battle. If you do, reading joins eating sprouts, homework and the dentist!! Reading also risks getting drawn into a bigger parent/child struggle.

Be subtle, and get two messages across: reading can be fun (it all depends on finding the right book); and good books do exist.

The right book will meet three criteria:

If kids want to read something, they really will try. If they don’t want to read it, they won’t. If you want children to choose to read stuff, it’s got to be about stuff that interests them: it sounds obvious – but it's often forgotten. So don’t choose for them, choose with them.

But how do we find the right book?

Yes, but where do we look?

Most kids’ books are designed to match the interest age and the reading age; for example an interest age of nine and a reading age of nine. And most bookshops organise their shelves the same way – by age group – to match average interest and reading ages. That’s fine for the average reader: but counter-productive for the struggling or reluctant reader. For example, if a 12 year old boy has a reading age of 7, the problem is obvious: he can’t read books designed for a 12 year old, and he won’t read books designed for a 7 year old (too babyish).

All is not lost, however. Some publishers specialise in books with interest ages higher than the reading age (these are often called ‘high-low’). But you may have to ask, to find these in the bookshop – not all shops have caught on yet to this requirement.

OK - we’ve found the right book. Now what?

It’s all about confidence. And turning reading into a habit.

Read with them. Share the enjoyment with them. (A recent survey found that boys in school regarded reading as uncool because it was a solitary activity). If you read with them, you can help them with any difficult bits.

"Don’t present them with ‘it’s time to read’. That’s like school – it’s become a task. Rather, try to create situations where they are amenable to books. Next time you’re together in the right shop, dig out a cool book you’ve found (you might need to do a scouting trip first). Use the content to engage them, rather than the fact that it’s a book: ‘Did you know …’

Make sure there is an achievement in there somewhere: reading to the end of a section, finding out about x (and maybe transferring that knowledge into the real world), getting to the end of the book (if it is short). Children also need to develop reading stamina. By the age of 12 children should be able to read long texts without difficulty. Just like exercise, this doesn’t come easily and needs practice.

And reading books yourself sends the right message.