Learning to Love Reading was a classroom-based programme designed to help adolescents develop a more positive relationship with reading. Created for secondary school classrooms and designed to fit within normal school conditions, the programme focused on making reading social, accessible, enjoyable, and sustainable. 
 
The programme was implemented and tested with five Year 9 (US Grade 8) classes in 2024 and 2025. Students were explicitly taught key book selection and library skills at the start of the year, and were given regular opportunities to read books of their own choosing in print, ebook, or audiobook formats. Rather than treating reading as an assessment task, the programme emphasised reading for enjoyment, curiosity, and personal interest. 

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NOTE: While the programme was modestly successful in improving teens' engagement reading in high school, the findings also raised some urgent questions around students' narrative engagement with media of all forms, and directly links to cognitive challenges that have been reflected in ongoing literacy and learning issues. See this page for the specific findings or read on to learn more about the programme itself.

 

INTRODUCTORY PHASE

The programme started by helping students discover what kinds of stories they enjoy through a fully-resourced (workbook and instructional slideshows) sequence that supported highly reluctant readers as well as extending confident readers. Activities such as the “What Kind of Reader Are You?” quiz, formation of interest-based groups called Book Buddies, class exploration of new genres, conducting reading interviews with friends and family, and gamified library challenges (such as Scavenger Hunts) helped students identify their interests, learn how to find appealing books, and build confidence as readers. Students were encouraged to make connections between the stories they already enjoy in films, games, sport, social media, and television and the genres available in books.
 
The introductory sequence finished with the class working through the Genre Sampler. Students experienced short extracts from a range of genres and authors and are scaffolded to form and discuss their own opinions and interests on the provided excerpts. This gave them a safe way to explore unfamiliar texts and discover new interests before committing to a full book. 
 

 

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THE MAIN PHASE

Throughout the year, students participate in regular reading sessions, usually in the school library. Reading time was protected and structured so students can settle into books without constant interruption. Flexible seating, browsing time, opportunities to swap books, and teacher guidance help students find texts that suit their interests and reading confidence. "Reading sprints" helped students properly try out a book before swapping it with another, leading to higher rates of students actually finishing their books, and also began to develop their reading stamina.
 
The programme also treated reading as a social activity. Students shared recommendations, participated in informal book chats, and contributed to teacher-moderated recommendation spaces using existing school platforms such as Microsoft Teams. Recommendations were further supported through curated book displays, genre guides, posters, book talks, and themed collections. 
 
One of the most successful features was the Audiobook Clubs. Small groups of students listened to the same audiobook together using dedicated audiobook devices and shared headphones. Students could also follow along with print copies. These clubs helped remove barriers for students who find reading difficult, struggle to concentrate, or simply enjoyed sharing stories with others, providing an opportunity to both socialise with their friends and read at the same time. The audiobook clubs proved particularly effective at engaging students who had previously shown little interest in reading. 
 
The programme deliberately provided choice while also offering guidance. Students were taught practical skills for selecting books, evaluating texts, navigating libraries, and developing an understanding of their own reading preferences. Rather than overwhelming students with unlimited choice, the programme used curated recommendations and carefully selected resources to help them find suitable reading material. 
 
Technology was used to support reading rather than replace it. Ebooks, audiobooks, digital library platforms, and school-based online spaces improved access, participation, or convenience, but the focus remains firmly on students' engagement with stories. 
 
At its heart, Learning to Love Reading wasbuilt around four simple ideas: make reading social, provide meaningful time for reading, support students to make informed choices, and regularly introduce fresh opportunities for discovery. Together these elements created a classroom reading culture where more young people can see themselves as readers and experience books as a source of enjoyment, connection, and personal growth.