You probably know a teen who can read well enough but won't read for pleasure. Or worse, she says that she hates to read. You are not alone! This frustrating situation has a name: aliteracy. It is so common that the American Library Association (ALA) Young Adult Services division has a special committee to recommend books for "the reluctant reader." Reluctant readers, according to the ALA, "are considered those teenagers who, for whatever reason, choose not to read" although they can read. (The category does not apply to students with learning disabilities, though some students with learning problems may also be reluctant readers) [2].

Why Won't They Read?

Some adolescents are passionate readers, but others will hardly touch a book. Why? The answers may vary from teen to teen. Research shows that reading attitudes deteriorate and voluntary reading drops as students progress through school [17], with negative attitudes about reading "especially prevalent during the middle school and high school years" [19]. There are a variety of researcher and practitioner viewpoints about why this is so.

In her guide Choosing Books for Children, scholar and children's author Betsy Hearne summarizes what many parents, educators, and librarians (and teens themselves) associate with adolescence in our culture:

"It doesn't take a developmental psychologist to remind you what most teens are going through: physical and sexual changes, along with struggles for peer approval, self-identity, self-confidence, social responsibility, and independence from the family" ([12], pp. 107-108).

All of these concerns, Hearne and others have noted, are likely to affect the adolescent's response to literature. G. Kylene Beers suggests there may be three distinct types of aliteracy:

* Dormant readers read for pleasure when they felt they had enough time-during vacations or when major commitments were out of the way.
* Uncommitted readers had a somewhat open attitude toward reading. They did not care much for it but might grow to like it.
* Unmotivated readers actively disliked reading and expressed negative attitudes about people who read [6; 7].

Your teenager may simply give higher priority to other constructive activities than to reading. Holding down a job, playing music or sports, or volunteering may leave him without time or energy to read for fun. Even with no out-of-school commitments, his time can be filled with homework, hobbies, and maintaining friendships. Activities like watching TV, playing video games, and shopping, which seem unproductive to adults, may also take much of an adolescent's time.

If your teenager doesn't read but doesn't claim to hate reading, she may have simply given up on finding material that appeals to her. If your public library and her school have relatively small collections, she may think that she has exhausted the supply of interesting books. If she is a highly skilled reader, she may have trouble locating a challenging "read" that has appropriate and interesting subject matter. Sixteen-year-old Dana, an excellent but reluctant reader, voiced her frustration with the adult-level literature she found on the shelves. "Not many people my age care about extramarital affairs, but that's what's in these books!" she complained (personal communication, 2000).

Ironically, the school's approach to literature may turn your teenager off to reading. Most required literature for high school was written for adults, not teens, and does not feature teens as main characters [3]. Some high school students complain, "We never get to talk about ideas. We just read the book and fill in the worksheet." Students who relish discussion and social interaction may begin to reject literature if it is a solitary experience. When reading seems to always lead to more work (book reports, tests, or other big projects), students may report that they do not feel like reading for pleasure [14]. Some teens can't imagine reading being a source of pleasure, especially if they have little or no contact with adults who do read for pleasure!

For some adolescents, reluctance to read may be part of a generalized resistance to perceived requirements or expectations, a behavior pattern that seems "to be an essential aspect of these students working out who they are and who they might be" ([10], p. 44). Their issue is not so much with reading as with making autonomous choices. If a teacher or parent says, "You should read this," their response may be, "So I won't."

What Can You Do?

The International Reading Association's Commission on Adolescent Literacy asserts that all adolescents' efforts toward greater literacy deserve support-from home, communities, and the nation [16]. Of course, you want yours to be one of those supportive homes! But, to paraphrase an old saying, "You can lead teens to literature, but you can't make them read it." As is so often the case with teens, the key may be to win them over. Here are some suggestions gleaned from researchers, teachers, and librarians.

Hang in there. It may be only a matter of time before a reluctant reader decides that the world of literature has a lot to offer. If you don't force the issue, but make it possible for your teenager to see that you enjoy reading of all kinds, he or she may eventually discover or rediscover reading for fun. Personal experiences of teachers and librarians indicate that many adolescents eventually move beyond their aversion to literature [5; 11; 18; 19]. Frequently, teens seem to do so with some (often subtle) guidance from adults.

Make books part of life. Be sure your child has a library card! Stop in at the library or bookstore when you and your adolescent run errands together. If family routines include books, she may begin to notice and investigate more titles that interest her. Some families offer teens a "book allowance" in addition to regular allowance.

Invite them into literature you enjoy. Have you read something recently that made you think of your adolescent? Read some of it to her and invite her to comment. Alfred W. Tatum, who taught many reluctant readers, recalls positive responses he often got when he would put a novel on a student's desk with the note, "Tell me what you think" [18].

You might find something of interest on the ALA's reluctant reader list yourself! If you read bits of it to your teen, he may want to pick it up, too!

Help them discover how many choices they have. Your adolescent may not realize the variety of books that are available. With a little research, you can help your adolescent locate books he or she may enjoy.

For example, "high-interest, low-vocabulary" reading material may appeal to a teen who is overscheduled or always in a hurry. Some parents worry if competent readers spend time on something that doesn't challenge them. But keep in mind that even adults enjoy a "quick read" once in awhile, without having to feel guilty! (Busy teens might also welcome books about time management!)

As titles from the ALA's recent "reluctant reader" lists indicate, highly appealing books for teens include mysteries, books of humor, scary stories, books about sports, adventure and survival stories, dramatic stories of peer and family relationships, and coming-of-age stories. Books by and about celebrities are also popular. Here's a sample of titles from the last 3 years:

* The Mad Gross Book by Nick Meglin and John Ficarra (editors)
* Simpsons Comics Royale by Matt Groening
* Fingerprints Series. v. 2: Haunted by Melinda Metz
* Angst! Teen Verses from the Edge by Karen Tom (editor)
* Game Face: What Does a Female Athlete Look Like? by Jane Gottesman
* Teen Love: On Relationships, a Book for Teenagers by Kimberly Kirberger
* The Rose That Grew from Concrete by Tupac Shakur
* Game Day: My Life On and Off the Field by Derek Jeter
* The Worst Case Scenario Survival Handbook: Travel by Joshua Piven and David Borgenicht

Some teens will respond well to coming-of-age stories and other mainstays of literature written for their age group, but others may be eager for more adult fare [4]. Teens of this latter type sometimes have trouble finding interesting books that are both appropriate and challenging. If she's 14 and reading at the college level, your child (or you) may be turned off by the subject matter in some adult-level literature, but she may also be bored with books written at her grade level. A growing number of books are available that were originally written for adults but are now successfully marketed to teens. A list of some of these books can be found at http://www.ala.org/booklist/v93/55yat4s1.htm [NPIN Editor's note (7-1-03): this url is no longer active]l. Your librarian may help you locate meaningful titles for sophisticated but dissatisfied teen readers.

Parents, teachers, and librarians report noticing gender differences in what attracts a teenage reader. Girls may be more attracted to "relationship" books or those with female protagonists. Boys may be more interested in books with a higher "gross-out factor." Still, there seems to be a consensus that gender may influence preferences but does not determine them.

If your son or daughter is picky about subject matter, help find books geared to their special interests. One parent says, "When my son was a junior, he was fascinated by anime (Japanese animated films) and movies directed by Akira Kurosawa. He wouldn't read much, though he could read at the college level. In a used-book store, I bought him an autobiography of a samurai. He's reading it gradually. Sometimes he mentions something he's learned from it. And he's decided to study Japanese in college!" (anonymous, personal communication, 2001).

For better or for worse, some adolescents read just about anything that's online. The Internet Public Library (http://www.ipl.org/reading/books/other.html) offers links to hundreds of classic works that are in the public domain and available in full text on the Web. Showing your teen the site and some of the books that can be found there may be a step toward introducing her to the local library.

Find out what's happening at school. What is the school's literature curriculum like? Does anything about it seem to discourage the love of reading? Are young adult titles in use [8; 11]? Find out more by talking to teachers, students, administrators, and the school's parent-teacher group. You might want to serve on a curriculum selection committee. Be aware that making a change can take a long time.

Meanwhile, you might start an after-school book club to draw some teens into reading. If the teens have a choice of topic or author, they are more likely to attend. The ALA Web site includes a sample survey you could adapt to learn what your child and his or her peers like to read (http://www.ala.org/teenread/reading_interest_survey.pdf) [NPIN Editor's note (7-1-03): this url is no longer active]. A number of other resources, including tips from reading group expert Rachel W. Jacobsohn (http://www.readinggroupchoices.com/html/reading_groups_guide_leaders.html), can help you start book groups. The school library may be available for book club meetings.

Some parents make a point of reading books their teens are assigned in school just so they can talk about the literature together. When you ask for his thoughts, your adolescent is likely to be more responsive if it's clear you think there's more than one "right" answer.

Approach reading a different way. Think "outside the box" when considering books for reluctant readers. Adolescent reading doesn't have to be novels. Does your teenager have an eye for art? Try directing her attention to well-illustrated books. Picture books are not just for young children anymore! There is a growing market for older audiences, as well. The Children's Book Council maintains a list of such books (http://www.cbcbooks.org/html/njfcapic2001.html). Some middle school teachers are even using picture books to help students engage with curriculum content [1]. Many adolescents are fascinated by the humor and excitement of wordless books like David Weisner's Tuesday. They may enjoy creating stories to go with wordless books [9]. Librarians and teachers report that "cartoon books" such as Foxtrot or The Far Side often appeal to children who are not engaged by most other literature. Your teen may also be intrigued by graphic novels, which have a comic book format with higher-quality illustrations, engaging plots, and (often) more text than comics or cartoon books.

Adolescents with heavy schedules often don't have time for a novel, but a magazine article may be just the right length. You might keep magazines and newspapers around the house, or consider giving your teen a subscription as a gift. Invite her to discuss current events with you. She may scour the newspaper in order to back up a point! Anthologies of short stories and poetry offer the busy adolescent a choice of quick "reads" in one handy volume.

Some parents find that seeing the film or stage version of a classic such as Hamlet can turn a reluctant reader into a fan of original literature. While the language may seem outdated when read silently, a good actor makes it come alive. Later, when the adolescent reads it to himself, he knows how the words should sound. Seeing the film versions of more contemporary stories may also lead a reluctant reader to the books.

Teachers and librarians sometimes report that they can tease or challenge a teen into trying something new. Lawrence Baines relates how he enticed a troubled young man to begin reading: he handed him a copy of Piri Thomas' controversial Down These Mean Streets and said, "This book has been banned in a lot of schools, and I probably shouldn't be giving it to you." The young man took it and read it [5].

Do you spend a lot of time in the car with an adolescent? You might take turns picking out books-on-tape from the library, and listening together as you drive. Hearing good literature read aloud can be pleasant and a great learning experience. One family with two teenage sons created a winter holiday tradition using an audio book. They poured cups of cider or hot chocolate, lit candles, turned off the lights, and listened to actor Patrick Stewart read Dickens' A Christmas Carol (anonymous, personal communication, 2001).

You Want Him to Read, but Not THAT!

Parents sometimes find that their reluctant reader is actually an avid consumer-of books they would rather she didn't read! Horror series such as Fear Street and Tales from the Crypt [13], violent action-adventure books [19], and books that address sexuality (for some examples, see the ALA reluctant reader list) can be appealing to reluctant readers-and appalling to parents. As adolescents gain more freedom of movement, however, parental control of what they read decreases. Parents and teenagers alike may wonder how much of a voice adults can, or should, have in what teens read.

Many years ago, noted author Ursula K. LeGuin, writing from a parent's perspective, commented that some books that were popular with young people may not be those she would choose to share with them. Even so, LeGuin said, "What they find for themselves they should be able to read for themselves" [15].

You may agree or disagree with LeGuin. The literature available to adolescents has changed considerably since she made that statement in 1973, and many parents find themselves tempted to monitor what their teens read. Perhaps one way to help your teen feel differently about reading is to ask her what she thinks of LeGuin's comment. Her response may surprise you-and may help you decide what role to take as a parent in encouraging a reluctant reader.

Sources

[1] Albright, Lettie K. (2002). Bringing the ice maiden to life: Engaging adolescents in learning through picture book read-alouds in content areas. Journal of Adolescent & Adult Literacy, 45(5), 418-428.

[2] American Library Association. (2002). Quick picks for reluctant young adult readers [Online]. Available: http://www.ala.org/yalsa/booklists/quickpicks/2002quickpicks.html

[3] Applebee, Arthur. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States. Urbana, IL: National Council of Teachers of English. (ERIC Document No. ED357370)

[4] Aronson, Marc. (1997). The challenge and the glory of young adult literature [Online]. Available: http://www.ala.org/booklist/v93/55yat4.html [NPIN Editor's note (7-1-03): this url is no longer active]

[5] Baines, Lawrence. (1994). Cool books for tough guys: 50 books out of the mainstream of adolescent literature that will appeal to males who do not enjoy reading. ALAN Review [Online], 22(1). Available: http://scholar.lib.vt.edu/ejournals/ALAN/fall94/Baines.html (ERIC Journal No. EJ504717)

[6] Beers, G. Kylene. (1996). No time, no interest, no way! The three voices of aliteracy. School Library Journal, 42(2), 30-33.

[7] Beers, G. Kylene. (1996). No time, no interest, no way! The three voices of aliteracy, Part II. School Library Journal, 42(3), 110-113.

[8] Bushman, John, & Bushman, Kay. (1997). Using young adult literature in the classroom. Upper Saddle River, NJ: Prentice Hall.

[9] Cassady, Judith K. (1998). Wordless books: No-risk tools for inclusive middle-grade classrooms. Journal of Adolescent & Adult Literacy, 41(6), 428-433.

[10] Field, James C., & Olafson, L.J. (1998). Caught in the machine: Resistance, positioning, and pedagogy. Research in Middle Level Education Quarterly, 22(2), 39-55. (ERIC Journal No. EJ578070)

[11] Gill, Sam D. (1999). Young adult literature for young adult males. ALAN Review [Online], 26(2). Available: http://scholar.lib.vt.edu/ejournals/ALAN/winter99/gill.html (ERIC Journal No. EJ583418)

[12] Hearne, Betsy. (1999). Choosing books for children: A commonsense guide. Urbana, IL: University of Illinois.

[13] Jones, Patrick. (1993). Have no fear: Scary stories for the middle grades. Emergency Librarian, 21(1), 30-31.

[14] Karr, Rita, & Julian, Leslie Verzi. (1999). Middle school readers: Common views, different worlds. ALAN Review [Online], 26(2). Available: http://scholar.lib.vt.edu/ejournals/ALAN/winter99/karr.html (ERIC Journal No. EJ583413)

[15] LeGuin, Ursula K. (1973). Letters to the editor. Horn Book Virtual History Exhibit [Online]. Available: http://www.hbook.com/exhibit/letters_apr73.html

[16] Moore, David W.; Bean, Thomas W.; Birdyshaw, Deanna; & Rycik, James A. (1999). Adolescent literacy: A position statement [Online]. Available: http://www.reading.org/pdf/1036.pdf

[17] National Center for Education Statistics (NCES). (1997). Reading and writing habits of students. The Condition of Education 1997 [Online]. Available: http://nces.ed.gov/pubs/ce/c9717a01.html [NPIN Editor's note (08-14-03): This url has changed: http://nces.ed.gov/pubs98/98003.pdf] (ERIC Document No. ED413573)

[18] Tatum, Alfred W. (1999). Reading and the African American male: Identity, equity, and power [Online]. Available: http://www.reading.org/publications/jaal/tatum99.html

[19] Worthy, Jo. (1998). "On every page someone gets killed!" Book conversations you don't hear in school. Journal of Adolescent & Adult Literacy, 41(7), 508-517. ( ERIC Journal No. EJ565045)