Running head: REACHING RELUCTANT READERS

Reaching Reluctant Readers

Mary T. Thomas
Franciscan University of Steubenville

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Introduction
Have you ever felt reluctant to read? I have. Many times it has happened, and still at
times continues to happen, that I have many other activities I would rather do in place of sitting
down to read. I found this especially to be the case when I was a young child going through
elementary school. I was very active and wanted nothing more than to spend the entirety of my
days playing outside with my older brother and sister. My parents read to me since I was very
young and I loved a good bedtime story. Nevertheless, while I did not struggle to learn how to
read, when it came time for me to read by myself I would find a million other things to do with
that time. I was what you would call a reluctant reader. Perhaps you can relate. One young
reader, when asked if he would rather read a book or clean his room, replied, I would rather
clean the mold around the bathtub than read (Brinda, 2011, p. 9).
So what exactly does it mean to be a reluctant reader? For the purposes of this paper it
will be used interchangeably with the phrase aliterate reader to refer to students who are
capable of reading (who are literate), but who choose not to read. My research will be focused
on identifying reluctant readers, and, more importantly, finding effective instructional strategies
which will help teachers to motivate reluctant readers to practice literacy behaviors with more
frequency. In order to lay a foundation for my research, I will begin by examining research
articles that have already been written on the topic of reluctant readers. I will then present my
own research methodology and findings. Finally, by comparing the information that I have
gathered from these sources, I will offer my recommendations for professionals in the field of
early childhood literacy instruction. It is my firm belief that in this field it is vital for teachers to
be are aware of- and to be able to implement- strategies that meet the needs of reluctant readers,

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for I expect that they will encounter one (if not many) reluctant readers over the course of their
careers.
Purpose
Reluctance towards reading is a major roadblock for educators who are trying to work
with children to help them become better readers, because when it comes to reading, practice
makes perfect. For this reason, educators need to be equipped with instructional strategies which
will help them to motivate the reluctant readers in their classrooms to practice reading with
greater frequency. The question that I want to answer through my research is: what are a few of
the most effective instructional strategies that local early childhood educators are currently
implementing to help engage reluctant readers and motivate them to increase their literacy
behaviors?
My methodology will consist primarily in surveying local teachers who have experience
in early childhood literacy instruction. I plan to ask them about their personal experiences with
reluctant readers; specifically, how they identify these students, and what strategies or
interventions they implement to assist these students. Finally, I will ask them for their
observations regarding the effectiveness of the various strategies or interventions that they have
chosen to implement, as well as any recommendations they might have for others who are
involved with early childhood literacy instruction. As a result of my research, I hope to deepen
my understanding of aliteracy and learn to incorporate into my own pedagogy the strategies and
interventions that will most effectively develop a habit of literacy in my students, especially
those who experience a reluctance towards reading.
From my experience working with young children in preschool and kindergarten
classrooms, and from my personal experience of being a reluctant reader myself, I predict that

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many, if not all, of the teachers surveyed will have had some experience working with a reluctant
reader in their classrooms. Second, I expect to find that supplying students with books that are
of interest to them will be an important instructional strategy for motivating reluctant readers.
Lastly, I predict that it will be important for teachers to provide reluctant readers with positive
reading experiences.
Review of Literature
Before I discuss the methodology and findings of my own action research, though, I will
discuss here the research and academic journals I reviewed on the topic of reluctant readers. I
have chosen to include my review of four different articles. The author of the first article delves
into the characteristics of reluctant readers, providing ways that they can be categorized, and
suggesting practices which would help engage and motivate these students. The author of the
second article provides a closer look at the importance of providing students with a variety of
books on varied topics and allowing them to choose what they will read. In the third article, the
author explains the methodology and results of an experimental study that he conducted in which
a nine step literacy program was implemented with a group of reluctant readers. Finally, the
authors of the last article also conducted an experimental study with a group of reluctant readers
which found that more than any instructional strategy employed, the most salient factor in
increasing reading motivation was the tutors willingness to take personal responsibility for their
students progress (Patterson, Prater, Salas, Turner, & Worthy, 2002, p. 177).
Perplexed by the question of why students who could read would choose not to, the
author of the first article, Dr. G. Kylene Beers (1996), chose to conduct a year long study of
seventh grade students at a school in Texas. Beers hoped to identify what caused reluctance
towards reading in students who were capable readers. Beers conducted his research through

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interviews with the students and their parents. In the process, he came to identify three types of
aliterate students: those who like reading but do not make the time to read (dormant), those who
do not like to read but are open to it in the future (uncommitted), and those who do not like to
read and do not plan on changing their reading behaviors (unmotivated). Through his interviews
he found that dormant readers had positive attitudes towards reading that developed in their early
childhood years; they were regularly read to and found reading to be an enjoyable activity.
Uncommitted and unmotivated readers were infrequently read aloud to at home, and so their first
experiences with books were often connected to the demands of retaining knowledge for a test or
using books to complete an assignment. Beers found that there were both commonalities and
differences between what motivated these different types of readers. Dormant readers were
motivated to read by involvement in book clubs and trips to the library, while the uncommitted
and unmotivated readers were more motivated by read-alouds, art activities, and books with
illustrations. Both groups, however, responded favorably to having a choice in selecting the
books they were going to read.
One of the aspects of this article that really struck me and inspired me as a future
educator was a quote it contained from a reluctant reader, which spoke of the importance of
asking students what they think about the books they are reading. This particular student was not
invested in reading as long as it was only about dissecting books in order to answer the required
reading questions. This student wanted to be able to personally respond to what she read and
voice her opinion. This is relevant to my research, because it offers a valuable insight into the
mind of an aliterate student, and suggests a way in which one can engage such a student. What I
did not like about this article, however, is that while the author proposed to uncover why aliterate
students choose not to read, his article focused rather on what strategies can be used to

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effectively engage these students. Therefore, for future research I think it would be beneficial to
take a deeper look at why aliterate readers resist reading, as I think this would provide a needed
foundation for later research on how to engage and motivate aliterate readers.
The author of the second article, Kelly Halls (2011), is the author of many high-interest
childrens books, and she makes her living by, being weird (p.75). The author, like so many
children, was once herself a reluctant reader. Halls has recognized that the trend in current
educational reform to teach to the test, has- in many instances- endangered the joy of discovery
that should motivate our young students to learn. The purpose of her article is to share with
educators what she found through her personal experience writing for, and working with,
elementary aged children. Halls found that the availability of high-interest books can not only
inspire students to love reading, but it can even ignite educational discussion, student-lead
research, and critical reflection by these same students.
I really enjoyed this article, primarily because I could personally relate to the argument of
the author. Like the author, and as I mentioned previously, I too was a reluctant reader. Along
with Halls, I readily recognize how crucial book topic and book choice are in the literacy
development of students. If the educator is not providing books that reach out and encompass
the interests of all their students, I do not see how the students can develop a love for reading or
make that step to see reading as a window to discovery. The weakness of this article, however, is
that it does not provide any support, outside of the authors personal experience, that would
defend or give credence to the argument she makes. I still find, though, that the article is relevant
to the topic of my research, for it vividly highlights how the availability of high-interest books
can draw in reluctant readers and help them move from aliteracy to literacy. This article would

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be an excellent companion, or starting point, for research conducted on the effect that book
topics and book choice have on the literacy development of reluctant readers.
The third article which I reviewed was written by Wayne Brinda (2001), who began with
a beautiful quote worth repeating, Without the sunlight of literature children cannot grow as
they should (p. 8). While it is easy for me to understand and accept this quote, I am aware that
the implications of such a claim are lost on many children, who are not able to recognize the
importance of reading for their academic and personal growth. These students are unable to find
value and enjoyment in the reading of literature. Therefore, Brinda proposes that it is the
responsibility of educators to help these students find this importance, value, and enjoyment in
literature, that they may grow and blossom. Brinda investigated aliteracy through an
experimental study with sixteen sixth graders over a three month period. The purpose of the
investigation was to unearth ways in which reluctant readers can interact with books and engage
in reading in such a way as to make books a gateway for them to aesthetic enjoyment, creativity,
and critical thinking. Brinda asked the students about when they began to dislike books, what
caused their negative attitudes towards reading, how they choose books, and what they think
teachers could do to help them value and enjoy an unfamiliar book. Brinda used the students
responses to these questions to construct a ladder to literacy that had nine rungs: introduce,
encourage, comprehend, enjoy, motivate, discover, connect, discuss, and read. Brinda found that
the implementation of this ladder to literacy helped the majority of the students involved in the
study to move from being disinterested in reading, to enjoying the process of reading. It gave
them a positive experience of reading that they would be able to take with them permanently.
The author of this article did an excellent job of making this study come to life through
the inclusion of many quotes from the students and teachers who were involved in the study.

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The article and the logical progression of the experimental research were very clear and easy to
follow. In addition, the content of this article is not only highly relevant to my topic of research,
but it has outlined a clear and structured method for implementing effective instructional
strategies to engage and motivate resistant readers. My one critique of this article is that it could
be strengthened through more extensive research and the accumulation of more data over a
longer period of time.
While social interaction around literacy and access to appropriate, relevant, and
interesting reading materials were highlighted by the previous three articles as being essential
elements in promoting literacy behaviors among reluctant readers, they were not the most
important factors increasing reading motivation among reluctant readers according to the article
by Worthy, Patterson, Salas, Prater, and Turner (2002). Graduate and undergraduate students at
the University of Texas conducted research with twenty-four struggling readers in the third
through fifth grades whom they were tutoring for the course of two semesters. The university
students provided their young charges with access to interesting and relevant literature, as well as
thoughtfully constructed lesson plans and book discussions. They also conducted interviews
with the students and their parents, and kept observational records during their tutoring sessions.
What they found, contrary to what one might expect, was that the single most important factor in
reaching resistant readers was the untiring personal investiture of the tutors. The students, whose
literacy habits and skills improved the most, were those students whose tutors went above and
beyond the call of duty. These tutors excelled in tailoring instruction to students unique needs
and interests; persisting in finding appropriate reading materials; and spending extra time and
effort to reach students (Worthy, Patterson, Salas, Prater, & Turner, 2002, p. 190).

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The authors of this article were extremely thorough and logical in their approach to their
study, the implementation of their research, and the presentation of their findings. The strategies
and techniques which they highlighted as being the most effective for reaching resistant readers
are pertinent to my study, and the research which they conducted provides a strong statistical
foundation for my action research project. The length of the article and the amount of detail,
specifically the inclusion of many short narratives and reflections, make it difficult to read
through in its entirety while still maintaining focus on the main thesis. Still, the information
presented is of great value and I would like to see this same research conducted with a new group
of tutors and a new group of resistant readers to see if it is again the tutor which most affects the
progress of the resistant reader.
In summary of this section, I have learned through reviewing these four articles many
instructional strategies which have been used to meet the needs of reluctant readers across many
grade levels. I repeatedly found that providing a variety of books and other mediums of text that
cover a wide range of interesting topics is very important in helping to engage and motivate
reluctant readers- as is allowing them to choose the books that they read. I also found through
reviewing these articles, that it is important to make sure that students have the opportunity to
read for pleasure; the curriculum should not necessitate that they be tested on everything that
they read, for fear of killing the students natural desire to read in order to discover the world
around them (Halls, 2011). It is also important to provide students with positive reading
experiences, for the motivation to become an avid reader is not something that can be forced
from without, but rather, is something that must be found within (Brinda, 2011).
Continuing, I also found from my review of these articles that it was important for
reluctant readers to be able to discuss what they read, including what they enjoyed and what they

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didnt understand, with their peers and an instructor. This discussion of the text aided them in
their ability to comprehend what they read, and helped them to connect the book to their real life
experiences; giving them that essential reason to read (Brinda, 2011, p. 14). As you can see,
there is a wealth of information and research available which provides a wide range of
instructional strategies which can be used to meet the needs of reluctant readers. After reviewing
this information and research, I realized however, that I was still left wondering what
instructional strategies local early childhood educators are currently implementing to help
engage reluctant readers and motivate them to increase their literacy behaviors. It is precisely
this question that I have sought to answer through my action research.
Methodology
After setting a foundation for my own research through reviewing articles on the topic of
reluctant readers, I have developed a method for conducting my own research, which will allow
me to focus on the instructional strategies that are currently being used by local early childhood
teachers in their work with reluctant readers. In order to find out what these instructional
strategies are I have decided to go straight to the source. I created a written survey with seven
questions (see appendix), which I then distributed to as many local teachers as I could contact
who are currently teaching reading in an early childhood classroom, or who have done so within
the past ten years. By saying early childhood, I am referring to preschool through third grade.
The questions which I included on the survey focus on the teachers personal experiences in
working with children who are reluctant to read. Specifically, they seek to find out whether or
not the teachers have encountered reluctant readers in their classrooms, what characteristics these
particular students manifested, and what instructional strategies the teachers implemented to
address the needs of these students. Within the survey, there are two questions that allow for

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only a yes or no response, and the remaining questions are all open-ended. The final question
on the survey was designed to give the teachers an opportunity to make recommendations to
other professionals in the field of early childhood literacy instruction.
Findings
The first question that I asked of the early childhood educators was in regard to whether
or not they have ever had a student in their classroom that was resistant towards reading. The
answer was a unanimous yes, which is what I had predicted prior to conducting my research.
The second question coincided with the first, and asked the educators to indentify the
characteristics of the reluctant readers that they had in their classrooms. The responses I
received in answer to this question ranged from the child explicitly stating that they had no desire
to read, to the child showing no interest in reading, to not paying attention, to not completing
reading assignments, to changing the subject, and to even acting out to escape reading. Based on
these results, a classroom teacher can expect to encounter reluctant readers in their practice, and
they can use these characteristics and behaviors to help them identify the students in their
classrooms who are reluctant readers.
The next two essential research questions (which are numbered as five and six on the
survey), asked the educators to explain what instructional strategies they implemented to engage
reluctant readers in literacy behaviors, and what instructional strategies they observed to be most
effective. All of the educators that were surveyed responded that they provided the reluctant
readers with reading materials that were of interest to them. This response also coincides with
what I had predicted I would find through my research, and it is also supported by the articles
which I reviewed. However, I would like to continue by noting some of the additional strategies
which the educators had implemented with reluctant readers, and which they also found to be

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effective. One educator wrote about the importance of providing reading materials that met the
students individual reading level and which allowed the student to feel confidence when
reading (Anonymous, personal communication, November 16, 2015). Another educator wrote
that they used graphic organizers, different genres of reading material, and technological tools
(PollEverywhere, Smartboard, Youtube, book trailers) to engage reluctant readers (Anonymous,
personal communication, November 16, 2015). This same educator also wrote that in addition to
the technological tools which she found to be particularly effective, she also found that prop
boxes and text sets which had a unifying theme were also very beneficial. These findings
provided me with additional instructional strategies that went beyond those which I had
encountered in the articles that I reviewed. These findings also helped me to see which of the
strategies discussed in the articles are actually currently being implemented by local early
childhood teachers, which was the main question I set out to answer through my action research.
Recommendations
My research and my results were limited in scope due in part to the brief amount of time I
had to conduct my research. As a result of this time limitation, I was only able to gather
information from a very small section of local early childhood teachers. If this research were to
be conducted again, the researchers would benefit from taking a longer amount of time to gather
data from more sources, which would then help to improve the credibility of the results and also
make the results more representative of the group being surveyed. I also found that since I
primarily used open ended questions as prompts in my survey, it made it difficult for me to
develop a graphic representation of the data I collected. In the future, the survey could have a
greater number of prepared responses, which the survey participants could then select or rank.
This would make it easier to compare, summarize, and quantify the results. I would suggest

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providing, however, a space for additional comments, especially in regard to the last three
questions on the survey (which are about instructional strategies and recommended practices), so
that the educators completing the survey have a forum to share the additional information and
insights that they have gathered from their experience in the field.
The findings from the first part of my action research, which pertained to the presence of
reluctant readers in the classroom, helped to confirm my realization that having reluctant readers
within ones classroom is common and to be expected. My findings highlight the importance of
preparing all pre-service teachers to meet the unique needs of reluctant readers, for again, it is a
challenge they will likely face. My action research findings also helped me to anticipate what
types of behaviors I can expect these students to exhibit, should I have them in my future
classroom. Furthermore, these behaviors, such as not showing interest in reading, not paying
attention, not completing reading assignments, and acting out, can act as signs which all teachers
can look for in order to identify reluctant readers in their own classrooms.
Taking the responses that I received from the latter part of my survey, in combination
with the information that I gathered from reviewing research articles on the topic of reluctant
readers, I can identify five main strategies which I would like to implement in my future literacy
instruction, and which I would recommend other early childhood educators to implement as well.
First, I would provide reluctant readers with books of varied genres that also span a wide variety
of topics, all of which serve to encompass the interests of the students. Second, I would allow
the students, as much as possible, to exercise choice over the reading materials that they read.
Third, I would try to ensure that my students have positive experiences with reading, by
providing books that are at an appropriate reading level for them, and by giving them the
opportunity to read for pleasure. Fourth, I would include my students in book discussions which

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not only allow them to share their personal responses to the reading material, but which also
assist them in comprehending the material and connecting it to their own lives. The fifth and
final strategy I would want to implement, and which I would recommend other teachers to
implement as well, would be to incorporate technological tools into my literacy instruction,
along with other hands-on activities, which would allow the students to actively engage with the
reading materials. These five main strategies which I have highlighted, while they are not
exhaustive, summarize those strategies which were most prevalent and most emphasized
throughout my research.
As a closing remark, I would like to express that I am looking forward with excitement to
having the opportunity to apply in my future teaching the instructional strategies which I have
learned through my research. It is my hope that both the research I conducted, and the
recommendations that I made, will help myself and other early childhood educators to effectively
meet the needs of the reluctant readers who will walk through the doors of our classrooms; for
these students truly have a special place in my heart.

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References
Beers, G. K. (1996). No time, no interest, no way!: The three voices of aliteracy. School Library
Journal, 110-115.
Brinda, W. (2011). A ladder to literacy engages reluctant readers. Middle School Journal, 8-17.
Clarke, B. (2006). Breaking through to reluctant readers. Journal of Educational Leadership, 6669.
Halls, K. M. (2011). Alternative book topics can help interest reluctant readers. Knowledge
Quest: Reversing Readicide, 39(4), 74-77.
Merga, M. K. (2014). Peer group and friend influences on the social acceptability of adolescent
book reading. Journal of Adolescent & Adult Literacy, 57(6), 472-482.
Mraz, M., Vacca, J., & Vacca, R. (2014). Content area reading: Literacy and learning across the
curriculum. Boston, MA: Pearson.
Patterson, E., Prater, S., Salas, R., Turner, M., & Worthy, J. (2002). More than just reading: The
human factor in reaching resistant readers. Reading Research and Instruction, 41(2), 177202.