Reading for pleasure – Extrinsic, social and intrinsic motivation
Plugging children into reading isn’t that hard – it’s keeping the power going that really matters…
- by Kelly Ashley
- Lecturer and author Visit website
A teacher who values reading for pleasure may find themself asking “What will get my children reading… and what will keep them going?”
That first spark is often easy to ignite, but keeping it burning takes intention and care. In a world full of devices and distractions, how can we help young readers stay fully charged? Not just switched on temporarily, but with sustained reading energy for the long haul.
The answer lies in not just getting pupils switched on to reading, but in understanding what’s powering them. In an age of instant entertainment, are they plugged into something meaningful, or running on a temporary charge?
Let’s take a look at three different kinds of ‘reader power’ — extrinsic, social and intrinsic — and how we can fuel long-term reading motivation without blowing a fuse.
Mains power
Extrinsic motivators are everywhere — they include reading rewards, competitions and more. These strategies are widely used, easy to implement and often deliver quick wins in the short term. Like mains electricity, they provide an immediate surge of motivation. The reward is tangible and the outcome is visible, but this kind of power doesn’t last when unplugged.
Mains power can be useful, but it’s not foolproof. Relying solely on external incentives means motivation often drops as soon as the rewards stop. A reading raffle might increase minutes logged, but it doesn’t necessarily nurture a genuine desire to read.
These strategies can be effective as a catalyst – particularly for pupils who need a positive starting point or a timely boost. But when these approaches become the primary power supply, there’s a risk of cultivating reward-seeking behaviours rather than fostering sustained engagement over time.
Think of extrinsic motivators as the spark plug, not the fuel tank — ideal for igniting interest, but insufficient to drive the reader’s journey long term.
The power grid
Social motivation draws strength from connection. Like a shared power grid, it relies on multiple sources feeding into a common current. You’ll find it in the laughter following a shared read-aloud, carefully curated peer recommendations and conversations sparked by familiar characters or series favourites.
This type of motivation is generated through social interaction with both peers and adults. Its strength lies in adaptability: when one connection weakens, another can often reignite (or maintain) the spark. Reading communities create sustained momentum that is difficult to replicate through individual effort alone.
When pupils become active participants in the communal culture of reading, their engagement is more likely to increase. Reading shifts from being a private pursuit to a shared experience, and the energy it creates is powerful. The role of the adult is crucial here. It’s not to simply to promote reading, but to model, to recommend and to ensure open discussion, value and enjoyment.
To strengthen the current, develop intentional social reading environments. Book clubs, paired reading opportunities, shared recommendations and family involvement all contribute to thriving and resilient reading networks.
Renewable energy – the power of intrinsic motivation
Intrinsic motivation is the most enduring and self-sustaining source of reader energy. Like solar power, it originates from within and renews itself over time. This kind of motivation drives children to read not because they are required to, but because they are genuinely interested, curious and emotionally invested — because they see themselves as readers.
When pupils have a strong sense of reader identity – when reading feels personal and purposeful to them – they are more likely to choose books that speak to their interests, revisit old favourites or explore texts that make them feel or think differently. We see this motivation not in compliance, but in the quiet persistence of a child absorbed in a book of their own choosing.
Unlike external rewards, intrinsic motivation doesn’t need constant top-ups to function. It builds gradually and depends on supportive conditions. Once established, it endures – and it is the strength of reader identity that makes this energy source truly sustainable.
However, intrinsic motivation requires the right conditions to thrive. To build confident, motivated readers, both the will to read and the skill of reading must be developed side by side. Structured, skill-focused materials such as levelled texts play a key role in supporting reading development, but when these are the only books available, or when pupils are restricted to a narrow range of choices, opportunities for personal engagement can be limited.
The power of choice
Similarly, when time for independent, choice-led reading is reduced in the timetable, a key source of fuel for lasting reading habits can become easily depleted. Ensuring regular access to rich, contemporary and diverse texts is essential for nurturing the will to read.
To activate this self-sustaining source of reader energy, pupils need time to read, genuine freedom of choice, access to a wide range of texts, and space to talk about what matters to them. Just as important is the presence of adult and peer role models who visibly value reading and share their own experiences. Developing solar-powered readers is a gradual process — but when the conditions are right, they generate a light that lasts.
Keeping the lights on
Our role isn’t just to get pupils plugged in to reading, it’s to help them build a lasting, self-sustaining energy source. Extrinsic rewards have their place, but they should be balanced with the shared energy of reading communities and the steady, intrinsic motivation that comes from personal connection and choice.
The real measure of success? When the rewards are removed, and the motivation remains. Because readers who are truly switched on don’t just power up, they power themselves.
Power up your readers
Plug in (extrinsic motivation – a short-term boost)
- Use rewards sparingly and purposefully (for re-engaging, re-focusing or celebrating effort).
- Celebrate moments that build reader confidence (reading aloud, taking part in book talk or recommending to a friend).
- Keep the focus on reading, not the reward, by recognising meaningful engagement (exploring a new genre or sharing a personal response).
Connect the grid (social motivation – collective energy)
- Build in intentional time for informal book talk each day.
- Encourage pupils to curate pupil-led read-aloud and recommendation stations (as part of classroom displays or as special school library features).
- Encourage peer-led book clubs and cross-year reading buddy programmes.
- Invite families to share favourites and attend story time.
Soak up the sun (intrinsic motivation – long-term and lasting)
- Offer authentic choice. Trust pupils to follow reading interests and share their reader identities.
- Prioritise independent reading time – not a luxury, an essential!
- Use knowledge of personal interests to recommend reads – value what matters to each child.
- Be a visible reader – share your own habits, choices and enthusiasm.
With the right mix of power sources — jumpstarts, connections and sustained energy — we can help readers stay switched on.
Kelly Ashley is a lecturer in Reading for Pleasure for The Open University and the author of Word Power: Amplifying vocabulary instruction. Her professional interests are reader identity, reader motivation and language development.
