What would make them read more?


Strategies for Choice
Time spent reading is an investment, therefore it is important to choose the right type of book before investing.

There have been studies that show not a lot of students are equipped with strategies for selecting books and are unaware of currently existing tools to help them support their search. While some students are heavily dependent on parent or friend recommendations, many students had little opportunity to gain knowledge of books and authors, as their closest social influences were not actively engaged in book reading, underpinning the importance of effective strategies for choice and exposure to a broad range of different authors and genres.

Explicitly teaching choosing strategies may increase the number of positive matches between students and books.

Access to attractive, relevant and diverse books

Once appropriate choosing strategies have been acquired, students need ready access to interesting books that are both attractive and diverse. The look of the book, encompassing book size, colour and cover, and even the title font, influenced their choice.

Authors, publication companies should ensure that the design and the aesthetic appeal of the books must align with the right demographics, as it can do wonders in attracting publics.

Time availability

Some students were genuinely unable to read books for recreation due to heavy non-recreational commitments, including paid work, sibling care and a substantial load of schoolwork.

Schools need to incorporate silent reading into their schedule, that will enable them to utilise their available time in an appropriate manner and without the hindrances of external activities after school.

Time allocation

Many students did not read because they chose not to, making the decision to allocate their allotted recreation time into more appealing pursuits. The ready availability of technology within their immediate domestic sphere and an apparent lack of restriction on their use of technology enabled many students to spend the majority of their recreation time as screen time, whether on a computer, phone, tablet or TV.

Parents need to install a period of abstinence from electronic devices which could increase the likelihood that time would be allocated to recreational book reading in the absence of screen-based alternatives.



It is apparent that concentration is the prime reason that significantly affect some students’ inclinations not only to initially engage in the book reading process but to sustain reading for more than a short period of time. Literate students may struggle with the cognitive demands of book reading, and this may discourage them from regularly undertaking the practice.

Media multitasking that involves engaging in more than one screen-based activity simultaneously: for example, watching television and texting, or watching music videos on a tablet while Instant Messaging, can be cited as a reason to cause problems in the nature of human cognition that can create hazards in concentration when reading books.

Parents, teachers, friends and peers potentially influence students to engage in recreational book reading more regularly. The current generation of adolescents is characterised by a social nature and a subsequent craving for interactivity. Now, more than ever, students need the chance to talk about books in a supportive environment. Educators can create platforms for peer encouragement on a broader scale. Home environment can act as a catalyst to support the initial engagement and transform it as a daily activity.


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