Reflect

Of course, we all know that reading is a vital skill and a vast body of research consistently shows the benefits of a wide reading diet. As we might expect, reading for pleasure is associated with improved outcomes at school and increased attention skills, but it’s also causally linked with greater imagination and empathy, mental wellbeing and social skills. It also correlates with less time using screens during adolescence (whether that’s watching TV, or using smartphones, tablets or computers), and more sleep. Reading is a key vehicle for vocabulary development, which underpins learning across the school curriculum, strengthens thinking and communication skills, and books offer access to nuanced and precise language rarely encountered in everyday or TV speech.

Clearly, reading helps to unlock so many other areas of learning, and it’s something we naturally want to encourage. Apparently, an optimal amount of reading for pleasure is between eight and twelve hours per week. For some (perhaps many) families, I’m sure this sounds like a pipe dream.

As many parents no doubt know from bitter experience, attempts to engage children in daily reading (particularly during the primary years, when there is often an expectation to complete reading records) can be met with resistance or struggle. Who hasn’t experienced their child doing anything other than reading their latest phonics or reading scheme book? Even the most avid reader frequently procrastinates from this chore. Of course, over time, this can create tension across the family, turning something we might hope would be enjoyable into a source of pressure.

2026 might be the UK’s National Year of Reading, but fewer children than ever before are reading for pleasure at home. In fact, recent data found that just 1 in 3 children aged 8-18 enjoy reading in their free time. The drop in reading enjoyment over the last year has been especially steep among primary-aged children and teen boys. We don’t know exactly why, but studies suggest various reasons including reduced motivation, increased competition from other activities and limited access to books that genuinely match children’s interests.

In addition, a survey conducted by Beano Brain revealed that many children feel judged for what they read, and that a quarter say they are made to read things they don’t want to both at home and school. If we are honest, there’s often an underlying expectation that children “challenge themselves” by reading more complex books or those with unfamiliar vocabulary. This idea of compulsory pleasure can be difficult to sell. Children are unlikely to gravitate toward reading purely because it is considered beneficial in the long term.

As Dr Maria Korochkina told us in a webinar on the power of reading, there is a ‘virtuous cycle’ between reading skills and reading motivation. Those with stronger skills are more likely to experience enjoyment, and that enjoyment then fuels more reading, more learning and greater success. When reading is supported and nurtured, it builds confidence and lays the foundations for lifelong learning. Finding joy in it is key.

Motivate

Shirley’s number one piece of advice is to reduce the pressure to read. Yes, this is tricky when that reading record is waiting for you, but it is also crucial for reluctant readers. If your child consistently won’t engage with school reading material, speak to their teacher and see if you can establish any alternatives. It is also important to find out whether there are wider factors at play, such as difficulties in class, eyesight issues or other underlying learning needs.

Next is to be sneaky. All reading counts, including the more incidental, everyday kind. Cooking instructions, signs (on the road, in shops or on public transport) and adverts all offer real-world opportunities to read and talk about meaning. Use satnav in your car and ask your child to help with the directions. Look at maps together. These small, natural moments can feel far less pressured than formal reading and can open up useful conversations about language and understanding.

Get reading into play. Initiate a treasure hunt with written clues or role play shops, doctors or vets. Keep in touch with family and friends with letters or postcards. Ask family members to write in a style that is age and stage appropriate for your child. Why not ask your child to read messages from family on your phone?

Take it in turns. Read together, even if it’s just a few sentences each. Use audio stories and see if you can find the corresponding text to follow along. Co-reading with adults can help to introduce the content, which can then be followed up by your child more independently.

Try to keep expectations realistic. Most reluctant readers will find long stretches of reading difficult, and that’s ok. Short, shared bursts of reading are often more effective and more enjoyable. You might think about building a reading habit at set times of the day or week, and about making this reading time special; cushions, blankets, snacks or whatever helps create a cosy routine.

For slightly older children, try different types of texts, both fiction and non-fiction (which has its own benefits). Magazines and holiday brochures (with pictures of famous landmarks which might capture a child’s interest) are still valid reading material. Graphic or verse novels might also convey fictional stories in a way that is more approachable for a child who finds pages of text off-putting.

Remember that the best book to choose for pleasure reading is one that your child will enjoy and want to finish. Lean into their interests and passions wherever possible. If they love football, go with it. Minecraft? There are books on that too. You get the gist.

This one is key. Let them choose. When asked, children say that they want to choose what they read, where they read and when they read. They might keep re-reading the same old stuff and that’s absolutely fine! Just keep offering up other options. If possible, find time to browse books together at the library or bookshop (you don't have to buy every time!). Talk to your child about what attracts them to a book and listen carefully. Bookshop staff are also generally really knowledgeable about which books are current and popular (titles older teens might see discussed on social media forums such as BookTok, for example). We can help to scaffold their choices by encouraging our children to reflect on why and what they want to read, and then together finding books that fit. As the University of Edinburgh’s Love to Read Study notes, choosing a book aligned with mood and interest can lead to greater connection and enjoyment.

Let's also try to lead by example. Children are more likely to pick up the hobby of pleasure reading if they have role models to follow. A lot of adults fall out of the habit of reading, but if we want our children to read, it’s great if they see us doing it too and to have books in our homes. We can talk to them about our own favourite books, both from when we were kids and now, and keep our own devices and screens off when we read if we expect them to do the same.

Making reading a shared family activity can also help to foster a reading culture with older children. Take a genuine interest in their reading and book choices. Be curious! Quite a few families I know now use StoryGraph to track reading. The app creates little pie charts and stats about the types, moods and genres of books that you are engaging with and can also provide recommendations based on what you like. In my own family, it’s sparked some lovely conversations about what we’re reading and enjoying (or not). You might even try a family book club or themed evenings linked to a book. If you have an older teen on social media, they might be interested in peeking at #BookTok, and its close relation #BookTube for ideas about what to read. The Book Trust’s Bookfinder also contains recommendations for every age and taste.

Finally, reading ideally sits along a wide range of interests. It’s important to avoid making any value judgements about reading being "better" than gaming (in fact computer games are often full of reading), watching TV or being online, and to always avoid using reading as a punishment. We don't want children to see reading as a ‘worse’ or more boring alternative to other activities.

Shirley’s tried and tested tips are well supported by research. Access, choice, time to read, connection and opportunities to experience success are all factors shown in a large scale study to boost reading motivation, particularly for reluctant readers. School staff might also like to consider implementing a structured peer reading scheme. Research has found that this supports reading fluency and comprehension in younger learners while also developing communication skills in tutors.

Support

The process begins in early childhood with the development of oral language, a growing repertoire of words and an evolving awareness of the rules that govern how we combine them. The next stage involves learning how the visual symbols of writing are used to represent language; normally through explicit instruction in phonics lessons. But it doesn’t end there. As they grow, children then need years of reading experience to build fluency and develop the ability to derive meaning from written language - and this continues into their teens. Experts note that becoming a skilled reader is a ten-year journey. It’s often a painstaking one, requiring sustained instruction, practice and dedication, and it does not come easily to all.

As Professor Joel Talcott explains, the best way to improve reading is by doing it, but, for some children, this is genuinely difficult. They may need to work much harder to achieve what appears to be less. For these children especially, recognising effort and persistence, and avoiding comparisons with others is key.

There are many reasons why children may struggle with reading, not just dyslexia. Most children with reading difficulties also experience broader challenges with language, both spoken and written. A significant number of pupils begin secondary school without the reading skills and vocabulary needed to fully access the curriculum. International assessments show that 20% of adolescents struggle to read simple texts with understanding. This variation presents a real challenge for schools, which must balance fostering enjoyment with supporting those who need additional help.

Professor Jessie Ricketts told us that while diagnoses are helpful in accessing support, it is equally important to take a needs-based, individualised and holistic approach. Difficulties with language and literacy are often slow to change, and progress may be gradual with sustained support. Reading shortcuts or quick fixes are unlikely to be an effective way to improve a child’s reading skills or their motivation to read. This includes using coloured overlays, having subtitles on when watching TV, specialist ‘dyslexia’ fonts or ‘Bionic reading’ (bolding the beginnings of words), a technique which has spread rapidly online without research backing, and which the formatting pedant in me innately dislikes.

Early intervention is important, but challenges can also emerge later as academic demands increase. The experts emphasise the importance of remaining curious about how children and young people are managing with reading at all stages of their education, not just in the early years.

Ultimately, supporting a reluctant reader is rarely about finding a single magic strategy and it can be a bumpy and frustrating road for parents and educators. We hope that some of the ideas here help to build both the skills and motivation your children need for reading to become something they choose, rather than have, to do.