Motivating K-12 Students to Read Independently

Studies that highlight the impact of reading motivation offer great insight for engaging K–12 learners within literacy (Applegate & Applegate, 2010; Wigfield et al., 2016). The 2024 National Assessment Educational Performance (NAEP) Governing Board Reading report card shows that nationwide reading has declined from 2022 for students in grades 4th through 8th, (NAEP Reading, n.d.). To counteract this downward trend, it is important for practitioners and parents/caregivers to understand what motivates children to read independently (Bus, et al., 2024). Schools often feel that the priority should be placed solely more on the technical aspects of literacy, however this research brief provides an overview of the importance of other practices that motivate students to read as well as how increased motivation leads to more independent readers (Erbeli & Rice, 2022). This research brief provides literature and insights on how to build motivation within diverse learners, as well as the many benefits.

*Note: Our use of practitioners refers to all educators in a broad sense that work with youth within both formal and informal learning settings.

Reading Motivation and Connections to Science of Reading (SOR)

As we consider the technical aspects of the Science of Reading (SOR), which include advancing the skills of reading within phonemic awareness, phonics, fluency, vocabulary, and comprehension, a prerequisite or simultaneous efforts should be placed towards building self-motivated readers. Developing motivated readers actually intersects with many of the SOR skills as it involves the practice of building oral reading skills, structured read-alouds, vocabulary development, fluency building and more (Ariyanti & Qomar, 2016; Nevo et al., 2020; Toste et al, 2020). Motivating readers is an interconnected process which begins as early as infancy and beyond. Each section of this brief provides strategies and practices which align with SOR.

Research on Motivating Independent Readers

The literature provides that reading independently or Free Voluntary Reading (FVR), a term coined by renowned linguist Dr. Stephen Krashen, is a crucial part in forming positive reading habits in children (Krashen, 2004, p. 12). In FVR, the child is able to select what to read based on his interest, or as Krashen states, what is compelling to the child reader. Krashen (2004) notes that 5 to 15 minutes daily for school aged children can help develop them as young readers (p. 13). In a fifty-minute classroom, shortened time can be built into the daily lesson plan without much interruption. In both settings, classroom and at home, the short time slowly builds the focus and confidence of the reader. Like any positive habit, the discipline of completing the goal is important. A small amount of time can then be developed into longer time as the child grows and gains confidence to complete that goal. This discipline forming practice can be implemented in the home and in the classroom by teachers too.

For many students, the appeal to read begins quite simply with the book cover and title, (Telford, 1999). Catchy titles and colorful book covers grasp the reader’s attention and draw them to pick up the book. In addition, the book’s topic is another factor. According to Krashen, the book must be both compelling and comprehensible, (Krashen, 2016). Compelling to the reader means that if the reader is to read independently, it must be a book that is of interest to them.

Comprehensibility means that when reading for pleasure, books should include reading material that the child finds accessible at his or her reading level. Since this time is allocated for reading for pleasure and not an assignment, independent books should be at the reader’s level or below, or within their Zone of Actual Development (ZAD). Books within their Zone of Proximal Development (ZPD) and Zone of Distal Development (ZDD) (Vygotsky, 1978), where they require support from an adult or the book is too difficult, may frustrate them if selected during their independent reading time. This may result in the young readers developing a negative outlook towards reading and it may diminish the overall joy for the act of reading. Not to worry about books seeming not challenging enough. Research also supports that there are benefits to student’s overall reading gains from exposure to more difficult texts such as non-fiction texts (Shanahan, 2019; Topping, 2008). There will also be many other opportunities, at school or during family read aloud time to tackle or expose your student to more complex texts; however, for FVR (or independent reading), the books during this time should overall remain both compelling and comprehensible for the child.

Another way to encourage more independent reading, is to incorporate set aside FVR time at home or at school through an activity called Drop Everything and Read (DEAR). DEAR time, like FVR, offers the reader the opportunity to select the material to be read for a set time. For example, as part of the Children’s Defense Fund (CDF) Freedom Schools summer literacy programming (CDF®, 2025), DEAR time takes place 15 minutes prior to lunch. During this time, students, named scholars within Freedom School, self-select a book of their choice (outside of the program’s set literacy curriculum) and silently read for 15 minutes. A key component to this activity is that it is collective. The teachers, called Servant Leader Interns, site administrators and everyone across the site are also reading. This models to the scholars that everyone reads and instills a true love and joy for reading.

Within other contexts, this concept of DEAR time can be adopted by for example, administrators announcing the select time over the loudspeaker as a school-wide activity that everyone must participate in. Bus et al., (2024) highlights the impact of embedding independent reading time within schools’ schedules. This again follows the principle of dedicating a portion of the day or week to placing FVR as an important, set aside activity. Research shows that building independent young readers relies on them having positive reading role models, (Telford, 1999, p. 119). At home, parents and guardians can also adopt a scheduled DEAR time or a surprise DEAR time. The importance is that children see that reading is an important enough activity and one where the family establishes an identity as readers. Again, this does not need to be set for a long time, a few focused minutes helps to develop the habit of reading in young readers.

Building Reading Motivation in Boys

Like the previous section, giving boys FVR or DEAR time can help them to gain an identity as a reader. Similarly, as stated in Telford (1999), boys benefit from having reading role models. This study explains that this role model can be a peer, older sibling, and/or an adult family member. Dutro (2002) documents the 12 African American boys from her study’s need to save face. Saving face is related to how the boys in the class retained a level of respect among themselves and regarded some books as being for girls and some for boys (Dutro, 2002). She cites examples from her research conducted at an African suburban elementary school in the Midwest, where boys selected reading material that connected with their sense of masculinity. For example, books with sports related themes and those with male characters as protagonists.

Boys tend to differentiate from the reading done in school and reading done for the purpose of learning about subjects that they find useful (Merisuo-Storm, 2006, p. 114). In addition to what is deemed to be useful, reading that is entertaining also is high on young male readers. By offering graphic novels, comic books, magazines, or material that is considered light reading, this opens the world of reading for boys. Merisuo-Storm (2006)  suggests that this type of reading can then lead into other more scholarly reading.

Building Reading Motivation in Girls

Similarly to boys, girls also need to see themselves or to create an identity as a reader. Fortunately for girls, close to ninety percent of all public-school elementary level teachers are women (COE – Characteristics of Public School Teachers, n.d.). Similar to boys, girls like to read books that have a female lead character. In the past, girls have shown a greater propensity to read poetry as compared to boys (Norvell, 1958, p. 137). However, over time, scholars have challenged the narrow framing of poetry and encouraged educators to include lyricism and other formats (Murrell & Duncan-Andrade, 2004; Pike, 2000), which have proven to hold interest amongst boys.  In addition, girls view reading as an acceptable group activity (Simpson, 1996, p. 270). In general, girls also favored fictional texts more than male students (Loh et al, 2019, p. P. 196).

Though these claims highlight topic interests for each binary gender-type mentioned, it is important to understand that these are general claims and not absolute. Practitioners and parents must build authentic relationships with students and gather information to understand their unique interests and assets. Students should have access to all genres of books including fiction and nonfiction. It is critical for practitioners and parents/caregivers to not encourage gender stereotypes (Jenkins, et al., 2025; Qiu & Yoke, 2025) that exist within our society in regard to student interests and gender norms represented in books. All boys don’t want to read about sports and some actually love poetry. All girls don’t want to read fairy tales and some may be interested in reading about space! It benefits all students, of all genders to be exposed to counter narratives (Demoiny & Ferraras-Stone, 2018) that highlight protagonist characters that challenge heteronormative stereotypes and that come from various cultures and have diverse backgrounds, ethnicities, religious beliefs, languages, careers and more (Jenkins, et al., 2025). Additionally, books featuring nonbinary characters and identities are also important. As Bishop (1990) explains the importance of representative books, children need to be able to experience books as windows, mirrors, and/or sliding glass doors. This means that all children of all backgrounds deserve to see and experience books that are representative of their and other diverse backgrounds and identities in relation to language, socioeconomic status, religious or spiritual practices, racial/ethnic makeup, abilities/disabilities, and other intersectional identities. Even those identities not representing their or others in their classroom are just as important, so they can experience new ideas, concepts, and worlds to broaden their understanding of others and background knowledge in general.

This section highlighted how studies show that students of all genders love a variety of texts and at varying degrees their preferences for book selection for independent reading. It also touched on the importance of structured, set aside independent reading time, and the value of adults modeling reading norms. The key is having and exposing children to an assortment of reading materials and allowing them to select their preferred books. This truly develops students’ motivation to read independently. The next section offers some practical implications for motivating young readers.

Practical Strategies for Motivating Readers

What to read?

Again, motivated reading starts with access to a wide range of books that align with students’ interests and abilities. Research shows that reading instruction that aims to trigger interest has a large impact on promoting motivation (Sande et al., 2023). Therefore, it is essential for students to have choice and autonomy on what to read. Allowing students to self-select their reading materials is a good strategy for empowering students as the masters of their own learning (Naeghel et al., 2014). However, not every student is ready to make these decisions independently. In such cases, instructional scaffolding is essential. Practitioners might consider using a reading interest inventory that has different genres of books listed. In addition questions can be included to understand student’s home literacy practices and cultural capital (Yosso, 2005). The inventory can be visual, with pictures of book covers, to accommodate the needs of younger learners or students with disabilities. Practitioners might also include rich, relevant books, with representative characters which relate to students’ daily life and cultural background, bridging their personal experiences and their academic growth (Ha et al., 2021). Such inventories help adults understand students’ literacy backgrounds and practitioners can find ways to embed these into their teaching instructional approaches through interdisciplinary approaches within writing, social studies, math, and other content areas.

Where to read?

After having access to a varied, quality, rich selection of books, it is also important for students to have access to an aesthetically comfortable and inviting reading environment (Chou et al., 2016). Practitioners might set up a dedicated open reading corner in the classroom, with soft light, comfy seating, accessible shelving and visible books (Purningsih, 2025). The reading corner should offer more than just physical books. Instead, it can be a multimodal creative hub. Practitioners can provide audiobooks, iPads, puppets, art supplies and writing tools, encouraging students to engage with books in multiple ways. In addition, practitioners can establish a consistent reading routine that helps students get familiar with the reading corner or space and naturally become involved in the habit of reading.

Reading should not only take place in the classroom or library but should also extend into the home  (Chou et al., 2016). Parents can create supportive environments through small modifications, such as adding a bookshelf, a lamp, and a soft cushion by the bed. A reading routine can also be introduced, such as ten minutes of shared reading before bedtime on weekends.

Who to read with?

Receiving support in reading from teachers, peers and parents is another important factor that could help reading motivation (Pelletier et al., 2022; Ha et al., 2021; Klauda, 2009). As practitioners, it is important to implement effective modeling and guided practice, provide constructive and specific feedback and set attainable while challenging goals for students. Beyond that, practitioners should proactively cultivate a peer reading culture. For example, practitioners can facilitate informal, peer-led book clubs and encourage active participation in them. By providing these platforms for students to share insights and book recommendations, practitioners empower students to take ownership of their literacy experiences through student-led cooperative learning.

As parents, a good way to support children’s reading is modeling reading, which means reading frequently by oneself (Klauda, 2009). Having trouble minimizing your child’s screen time? It starts with you, as a parent or caregiver modeling the practice and love for reading. Through this unintentional form of support, the value of reading becomes naturally embedded. Furthermore, parents can discuss the books they themselves are reading when appropriate, share personal insights, and recommend or exchange books of mutual interest. While sharing their own reading interests and thoughts, it is also essential for parents to respect children’s own reading interests and affirm their reading competence (Romero-González et al., 2023). In addition, parents should convey the intrinsic entertainment value of reading and avoid overemphasizing reading achievement or assigning reading as a punishment for poor performance. Unrealistic reading goals, such as a fixed requirement of one hour of daily reading, may also be perceived by children as a pressure instead of an enjoyment. Parents and caregivers hold the key to laying the foundation for building a love and joy for reading.

How to read?

As mentioned before, reading should not be conceptualized as a monotonous academic task. Instead, effective reading can be achieved through multimodal approaches (Webber et al., 2023). Practitioners can think out of the box, integrating theater, visual arts, dancing or music into the reading process. For example, reader’s theater is a theater-based strategy that can effectively improve motivation, reading comprehension and fluency (Young et al., 2019; Clementi, 2010; Srimalee & Charubusp, 2018). Practitioners can choose or create a script based on children’s literature, assign characters to students, and finally have students practice and perform. Practitioners might incorporate detailed character expressions and physical movements into the script, or even create masks, costumes and scenic designs with students. Except for arts-based approaches, technology-based strategies such as e-readers, audiobooks, and iPad-assisted reading also offer diverse avenues for engagement. Technology-based strategies not only affect how students read but also how they express their understanding. For example, instead of writing traditional book reports, students can make short narrative videos based on their reading which can be posted on digital platforms such as YouTube or TikTok (Helingo, 2022). Finally, practitioners may implement reinforcement systems to incentivize engagement. For example, practitioners can make a sticker chart to monitor students’ progress. Upon reaching a predetermined threshold such as finished reading three books, students can receive tokens that can be exchanged for rewards. Research found that proximal rewards which are related to reading can better promote students’ intrinsic motivation, such as a student’s favorite book or an interesting reading game (Brandit et al., 2024).

Conclusion

In conclusion, motivating children to read requires a collective effort and a wide range of approaches. Practitioners and parents/caregivers must consider innovative strategies which engage youth within literacy. As mentioned, modeling literacy practices, exposure to rich books and literacy contexts, and affirming literacy habits within youth all encourage readers to read independently. In addition, tapping into community resources and programs, such as local, free libraries, can motivate and encourage youth to value the importance of reading and strive to become better readers. The correlation between how building independent readers connects to them becoming adults who value reading is widely documented (Brozo et al, 2008). As practitioners, parents, and caregivers, let’s continue to build successful, self-motivated independent readers.

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