Teachers that inspire reading for pleasure around the world
During the , we have been exploring how we can support teachers and parents help young people to 鈥榞o all in鈥� on reading.
Our commitment goes far beyond the UK. We work closely with schools, governments, and communities around the world to raise reading attainment and foster a lifelong love of reading.
We spoke to members of our global teaching community and asked them how they have encouraged and inspired their pupils to read more.
Chris Baker
Year 1 teacher, UK
“For me, the best way to inspire children to read begins with enthusiasm. When my Year 1 class sense that I am REALLY excited for our day鈥檚 story, they can鈥檛 help but be swept along in anticipation. I make sure to take a few moments to explain why I have chosen that particular day鈥檚 book. Usually I will say things like 鈥淚 just couldn鈥檛 wait to share this with you all鈥� or 鈥淚 have a feeling you will absolutely love this one because鈥︹�� Sometimes, I simply tell them that the story really impressed me 鈥� this sends an important message to them all; I am a reader too, and I choose to read outside of school.
“While I enjoy the actual reading of the story and the moments when we pore over the illustrations, noticing crucial details, I equally love the discussion we have after the story. Typically, I will say 鈥淥ver to you! What are you thinking?鈥� and, over time, the children have become confident to share their responses: 鈥淚 loved it!鈥�, 鈥淚t made me laugh!鈥�, 鈥淚 thought it was a bit weird鈥濃�� Often, it鈥檚 these discussions that help build connections that sustain their motivation to read more.”
Rupali Sachdev
India
“I realized that the conventional ways of encouraging reading鈥攔eaders鈥� clubs, book discussions, sharing summaries鈥攚ere not working for my students. So I did the reverse. I started a Writers鈥� club where the focus was on creating, and reading became a natural outcome of that process.
“One of the most effective strategies was using short, powerful extracts from texts like Helen Keller鈥檚 The Story of my Life and The Diary of a Young Girl by Anne Frank, followed by creative prompts such as imagining 鈥渢hree days to hear, taste, or smell鈥� or a diary of a revolutionary in hiding. The extracts sparked curiosity, and the writing created a personal connection, often leading students to seek out the original text.
“I also shared anecdotes from books like Letters from a Father to His Daughter, Bahuroopi Gandhi and Poisoned Bread and these fragments stayed with them, quietly nudging them towards reading the entire book.
“Another engaging activity was pairing students with different characters and asking them to create dialogues. To do this meaningfully, they had to explore the characters further, and in the process, discovered new books through each other.”
Mariam Sajid
Senior Manager Academics, Foundation Public School, Karachi, Pakistan
“One of the best ways we鈥檝e found to get young readers excited is by starting a daily “Reading for Joy” or “Read and Greet” routine in the classroom.
“Each day begins鈥痺ith about 10 minutes when students can pick any book they like鈥攚hether it鈥檚 a story, a picture book, some informational text, or even poetry. Giving them this choice has really boosted their enthusiasm and made them feel more connected to reading.
“To help those who might be a bit hesitant, we mix in lively read-aloud sessions as part of our “Readathon” programme, along with guided reading groups and phonics strategies. After these sessions, we chat briefly about the books, allowing students to share their thoughts and feelings, which helps them relate to the text on a personal level.
“We also encourage students to recommend books to each other and set up quick classroom reading challenges. This really builds a sense of community around reading.
“Over time, we鈥檝e noticed some real improvements in how our students engage with reading.”
Ms Suen Suzanne Tse Shan
Head of English Language Education KLA & Head of Innovation Learning Committee, Buddhist Sum Heung Lam Memorial College, Hong Kong
“In Hong Kong鈥檚 shifting linguistic landscape, we have revitalized literacy through our English Morning Reading Scheme (EMR). Recognizing that consistency is key to motivation, we implemented a weekly 15-minute collaborative session where all teachers and students read together.
“To cater to diverse learners, my team produces six levels of bespoke, “bite-sized” digital texts every week, specifically designed to mirror Hong Kong Diploma of Secondary Education exam question types. This ensures students build a reading habit while developing essential examination skills. This is paired with a peer-reviewable “class dictionary”: a digital spreadsheet for sharing new vocabulary. Since 2022, this whole-school routine has transformed our environment; average reading participation skyrocketed from just 17% to over 59% across both junior and senior forms. This nearly fourfold increase proves that when teachers act as collective motivators, we can successfully replace academic intimidation with confidence and curiosity.”
Elton van Wyk
Acting Departmental Head, Northpine Primary School, South Africa
鈥淚 have found that when you create learning material about topics that the learners can relate to and have some knowledge about, then they tend to enjoy the reading process much more. Hence, it is imperative for me that I make use of stories that incorporate known public figures that the learners admire or trends that appear on social media so that learners remain interested. As a result, I have noticed that learners are more eager to participate in class discussions and share their own views and opinions.
“When supporting reluctant and confident readers, it is essential to create a positive and low-pressure environment. Learners are encouraged to read interest driven stories and books of their choice. I also tell learners that reading online with the aid of their cell phone or computer is also included as reading time if it is informative and helps them grow as an individual. The learners are encouraged to read magazines and identify language structures in the text.
“In 2024, Northpine Primary School was very proud to receive a mobile trolley library from AVBOB as part of their Road to Literacy Campaign in partnership with 糖心Vlog Southern Africa. We make a conscious effort to incorporate it into our day when we have Character Days or World Book Days. In other instances, learners have also read over the intercom to the school. We have also given the senior learners the opportunity to read to the junior learners and I am pleased to say that they enjoyed it thoroughly!”
Bancy Malandi
Consultant educator, Kenya
鈥淟earning to read is like lighting a fire. Such pivotal moments are when you watch a child discover the joy of reading. In my classroom, enthusiasm for books grows when reading feels meaningful, achievable, and shared.
“In Kenya, literacy outcomes are improving. However, many learners still struggle to read confidently at grade level. This reality shapes my practice and reminds me there is no single approach that works for every child. For beginner readers, systematic phonics provide a strong foundation, reinforced by labelled classroom spaces which help learners recognize words naturally throughout the day.
“As confidence grows, I introduce simple storybooks and model expressive reading, focusing on tone, pace, and emotion. Learners practice in pairs or small groups, predicting stories through picture walks and sharing their thinking aloud. These routines build comprehension while giving every learner a voice. Reluctant readers are supported through paired reading and stories drawn from their own experiences, helping them feel seen and understood.
“Reading is also extended beyond the classroom. Short reading tasks at home create routine and resilience, while digital tools such as audio stories and school laptops sustain motivation and strengthen listening skills.”
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