Walk into a school library during independent reading time, and you might see two very different reactions. One student heads straight for the shelves, already thinking about what to read next. Another wanders around, picks up a book, puts it back, and eventually says, “I don’t really like reading.”

What’s interesting is that the second student may be just as capable of reading as the first.

I’ve seen this difference play out in schools in all kinds of ways. Some students have solid reading skills but rarely choose to do it on their own. Others may struggle with reading but are eager to participate when they find a topic or format that clicks for them.

So, what makes one student choose to read while another avoids it?

Often, it comes down to motivation. And the good news is that motivation can evolve.

Sometimes it starts with something as simple as finding the right book, the right reading format, or a reason to read. That’s why giving students meaningful choice and access matters. Whether a student discovers a graphic novel through Comics Plus®, joins a reading challenge through Beanstack, or finds a book through a friend’s recommendation, the right entry point can change how reading feels.

Learning to read is a skill. Choosing to read is a behavior. Seeing yourself as a reader is an identity.

Why Some Students Become Reluctant Readers  

There’s no single reason a student becomes a reluctant reader. Every student brings a different set of experiences to reading, and often, it’s a combination of moments that gradually shape how they feel about reading.

For many, reading has mostly meant tests, quizzes, or grades. Others may have had limited access to books that match their interests, reading level, or preferred format. A student who has struggled repeatedly may start to associate reading with frustration, while another may simply not have opportunities to talk about books or see reading modeled around them. Students are also navigating more competition for their time and attention, including digital media.

The National Literacy Trust reports that 36.1% of children and young people said they enjoyed reading in their free time in 2026, up from 32.7% in 2025. That’s encouraging, especially because it marks the first increase in reading enjoyment since 2021. It’s a useful reminder that students’ relationships with reading can change. Our job is to understand the experiences behind reluctance and create more opportunities for positive ones.

What Actually Motivates Readers?  

So, what actually gets students to choose reading? There isn’t one answer, but there are a few factors that can make a real difference:

• Choice: Students are more likely to engage when they have some ownership over what they read. That doesn’t mean unlimited choice. A few thoughtful options can go a long way. Digital access can expand those options, too, giving students opportunities to explore formats and subject matter they may not find on a traditional bookshelf.
• Confidence: Success builds momentum. Finding the right book, setting a manageable goal, or having a positive reading experience can help a student think, “Maybe I am a reader”.
• Relevance: Students are more likely to engage when reading connects to their interests, experiences, questions, or goals.
• Belonging: Reading can be more motivating when students have people to share it with. Recommendations, conversations, book talks, and celebrations can make reading feel like something we do together. Reading challenges and shared reading experiences can give students another reason to participate, while platforms like Beanstack can help schools make those experiences visible across a community.
• Purpose: Not every reader is looking for the same thing. Some read for the story. Others want to learn, explore a hobby, follow a current event, or discover something new.

Motivation is personal. What gets one student excited about reading may not work for another. The goal is to create enough opportunities for every student to find a reason to keep reading.

Practical Strategies for Motivating Reluctant Readers 

Once we understand that motivation is personal, the next step is creating more opportunities for students to find what works for them. These reading strategies don’t require a complete overhaul of your literacy program. Often, small changes in access, recognition, and the way we talk about reading can make a meaningful difference. 

1. Give Students Meaningful Choice

Choice gives students ownership of their reading. That might mean offering several genres and formats, building collections around student interests, or using book talks to make the options feel more manageable. It can also mean giving students permission to abandon a book that isn’t working. Open-ended reading opportunities matter, too. The goal isn’t for every student to read the same book. It’s to help each student find something that makes them want to keep going.

2. Expand What "Counts" as Reading

For some students, the format that gets them reading may be a graphic novel, manga, an audiobook, digital comic books, a magazine, an article, or even a manual about something they love. These formats can serve as meaningful entry points to reading and help students build confidence. Platforms like Comics Plus give schools and libraries access to high-interest digital comics, manga, graphic novels, and picture books, making it easier for students to explore formats and stories that may not be available in their school library. For a reluctant reader, discovering that “reading” can look different from what they expected may be the first step toward finding something that clicks. The goal is simple: give students more ways to find something that connects with them.

3. Help Students Experience Success

Motivation can grow when students have experiences that show them they can make progress. That doesn’t have to mean reading an entire novel. A short reading goal, one chapter, a new genre, or even finding one book they genuinely enjoy can be a win.

Digital tools like Beanstack can help schools give students ways to set goals, participate in challenges, track progress, and see those small wins accumulate over time. Small milestones give students something concrete to point to. Instead of saying, “I’m not a reader,” they begin to have evidence that they are becoming one.

4. Celebrate Progress, Not Just Volume

If we only recognize the students who read the most books or log the most minutes, we can unintentionally send a message about who counts as a successful reader.

There are so many other things worth celebrating: consistency, curiosity, trying a new format, sharing a recommendation, or returning to reading after a break. Tools like Beanstack can help schools and libraries make participation, progress, streaks, and milestones visible. Recognition is most powerful when it helps every student see that their progress matters. Reading challenges can be one way to make that progress visible while helping students build a stronger sense of themselves as readers.

5. Make Reading Social

Reading doesn’t have to be a solitary activity. One thing I’ve seen in schools is how quickly reading can become more engaging when students have someone to talk to about it. When students recommend books to classmates, participate in informal book talks, or see teachers and staff sharing what they’re reading, they begin to see reading as something people do together. That social connection can extend to digital reading, too. A student who discovers a favorite series or graphic novel has something to recommend, discuss, and share with classmates.

A student who recommends a book is doing more than sharing a title. They’re learning that their opinion has value. Over time, those small interactions can help students see themselves as part of a community of readers. Those experiences can also shape how students see themselves as readers.

6. Reduce Pressure Around Reading

Accountability has a place in reading instruction, but constant evaluation can sometimes make reading feel like another assignment to complete. For students who already feel self-conscious about their reading ability, public comparisons, visible reading levels, or repeated assessments can also bring feelings of embarrassment or shame. It’s worth considering when these tools are helpful and when they may create resistance.

This doesn’t mean removing expectations. It means making room for reading that’s driven by curiosity, enjoyment, and personal growth. Sometimes, giving students a little breathing room is what helps them choose to come back.

Motivation Can Change

It’s easy to think of some students as simply “not readers.” But a student’s relationship with reading isn’t fixed. The right experience can change how a student feels about reading and, over time, how they see themselves as a reader.

Maybe it starts with finding a graphic novel they can’t put down, discovering a topic they want to learn more about, or getting a friend's recommendation. Maybe it’s the first time they finish a book and think, “Hey, I actually did that.” Those moments can build confidence and create momentum.

That’s why it’s important to look beyond a student’s current reading habits. A reluctant reader today may become an avid reader after finding the right format, experiencing success, or joining a reading community where they feel like they belong.

A student’s relationship with reading can change, especially when they have positive experiences that build confidence and motivation. How a student feels about reading today doesn’t have to determine how they feel about it tomorrow.

Understanding Motivation Helps Educators Support It

One challenge with reading motivation is that it isn’t always easy to see. Two students might log the same number of reading minutes, but their experiences could be completely different. One might be excited to pick up their next book, while another is simply checking a box.

Participation data can tell us what students are doing, but it doesn’t always tell us why. That’s where understanding students’ attitudes toward reading can add another layer of insight.

The Reading Motivation Index was developed by Joyful Reading Company to help educators better understand the factors influencing students’ reading behavior, including intrinsic and extrinsic motivation. Informed by research from the National Reading Research Center, it can complement participation data and help schools identify potential barriers to engagement. When paired with what educators see through reading participation and engagement, this kind of insight can help schools think beyond simply asking whether students are reading and start asking what might help them want to read.

It isn’t a stand-alone solution. But when we understand how students feel about reading, we can make more informed decisions about how to support them.

Help More Students Find Their Way Into Reading

Reading motivation is personal, but schools and libraries can create the conditions that help it grow. We may not be able to make every student love every book, but we can give more students opportunities to find something worth reading, someone to share it with, and a reason to come back tomorrow. That might mean expanding the formats available through Comics Plus, using Beanstack to create engaging reading challenges and celebrate progress, or simply making more room for students to choose what they want to explore.

Learn how Joyful Reading Company supports choice, access, motivation, and stronger reading communities for every kind of reader.