Can't read or won't read: Perspectives on reluctance to read

Abstract

The cultural discourse concerning issues about literacy learning can have a strong influence on both educational and social perceptions of how children learn to read and become readers. The expression ‘reluctant reader’ is an example of commonly used vocabulary which has led to confusion. Calling a child a ‘reluctant reader’ implies different things to different groups of people, even within those groups who are professionally engaged in supporting young people as they learn to read. As literacy takes a higher position in the political agenda, it becomes imperative that there are clearly understood definitions of the terminology used to discuss common concerns. Given that purpose will always affect language use, any agreement about definitions will have to be seen to be of advantage to the diverse needs of the users (i.e. developing interest in literary texts and increased book sales as well as building self‐esteem in young learners).