He Hated Reading Until He Listened: Engaging Every Reader

Every teacher has taught a child who says, “I don’t like reading.”

It is a familiar moment. You offer different books, try encouragement, perhaps even introduce incentives. Yet the resistance remains.

Now imagine this.

That same child, just a few years later, is reading confidently and independently. Not only that, they are engaged, motivated and progressing.

What changed?

In my classroom, the turning point was surprisingly simple. The child began listening to audiobooks every night. Over time, this small shift transformed both their confidence and their relationship with reading.

This story challenges us to rethink a fundamental question: what does it really mean to become a reader?

Reading is more than just a book

In schools, reading is often associated with physical books, and rightly so. Books remain central to developing literacy, imagination and knowledge.

However, for some children, the journey into reading does not begin with a page.

Before a child becomes a confident independent reader, they need to experience success. They need to feel that reading is something they can do, not something that constantly reminds them of what they cannot yet do.

This is where alternative entry points, such as listening to stories, can play a powerful role.

When a child listens to a story, they are still engaging with language, structure and meaning. They are building vocabulary, developing comprehension and experiencing the rhythm of fluent reading. Importantly, they are doing this without the immediate pressure of decoding every word.

For many reluctant readers, this is the breakthrough they need.

Confidence Comes Before Fluency

One of the biggest barriers to reading is not ability, but confidence.

When children feel behind, they often disengage. Reading becomes something to avoid rather than something to enjoy.

But when they experience success, even in small ways, their mindset begins to shift.

Listening to stories allows children to access rich, engaging texts that might otherwise feel out of reach. They begin to see themselves as part of the reading experience. They can talk about the story, share opinions and make connections.

In other words, they start to feel like readers.

And once that identity begins to form, progress often follows.

The role of physical books still matters

While audio can be a powerful bridge, it is not the end point. The goal remains the same: to support children in becoming confident, independent readers of books.

This is where carefully chosen, relevant and engaging texts become essential.

Children are far more likely to pick up a book when it reflects their interests and the world around them. For many, this includes technology. From gaming and artificial intelligence to everyday digital life, technology is already part of how children think, talk and explore.

Yet too often, this is not reflected in the books we offer them.

Providing access to high-quality, tech-themed physical books can help bridge this gap. These books connect reading with real-world curiosity, making it more meaningful and engaging.

5 Practical ways to support reluctant readers

1. Start with listening
   Introduce audiobooks as a way to build confidence and enjoyment without pressure.
2. Pair listening with books
   Encourage children to follow along with a physical book while listening to the audio version.
3. Focus on interests
   Find books that reflect what children already care about, whether that is gaming, robots, or how technology works.
4. Celebrate small wins
   Recognise all forms of reading engagement, including listening, discussing and sharing stories.
5. Create a reading environment that feels accessible
   Ensure children have access to a range of books that feel relevant, inclusive and achievable.

Opening the door to reading

The journey to becoming a reader is not the same for every child.

For some, it begins with a book. For others, it begins with a story they hear.

What matters most is that we open the door.

By combining different approaches and offering books that reflect children’s real interests, we can help more pupils move from “I don’t like reading” to “I found a book I enjoyed”.