"I would rather clean the mold around the bathtub than read."

In?an article ?in The Middle School Journal, the authors tell the story of a young reader who, "when asked if he would rather read a book or clean his room, responded, 'I would rather clean the mold around the bathtub than read'." Unfortunately, this sentiment can be heard in classrooms across the country; I know I've met a few similarly reluctant readers as a reading specialist.

There are different theories of why some students may be reluctant to read. Some students may not feel connected to the texts they are being asked to read -- with the characters, situations, and settings feeling far removed from their lived experiences. Others may not have learned how to connect with a text for purposes other than academic, so reading for pleasure doesn't feel natural to them. Still others may have difficulty decoding fluently, which can hinder comprehension and enjoyment of reading.

Studies have found that, on average,?boys read less than girls , and this can continue into adulthood. There have been plenty of theories proposed for why boys are more often reluctant readers, and some of the more popular ones include boys preferring nonfiction texts over the fictional stories that are often read at school,?not seeing reading as a masculine activity,?being more interested in activities other than reading,?or not finding any books that interest them.

If you have time, it's worth checking out?this panel discussion on how to get and keep boys reading , in which several authors, including Jeff Kinney (Diary of a Wimpy Kid?series) and Jon Scieszka (The Stinky Cheese Man and Other Fairly Stupid Tales) offer some insight on the topic. Scieszka states that many fictional stories include discussion of relationships and emotions, which boys may not have as much practice thinking and talking about. There are character-driven books out there that offer action?and?emotions—it's just a matter of searching them out and looking beyond the usual titles.

To help ease reluctance in your readers, try to stock your classroom library with a diverse selection of books and offer students choice in what they read. Make sure to include a wide array of both fiction and nonfiction titles, stories with both boys and girls as protagonists, less traditional formats like graphic novels and magazines, and a mix of genres -- including humor, historical fiction, and nonfiction texts on a variety of topics. When it comes to suggesting books for students, start by asking about a student's personal interests rather than what they are learning about at school.

Do you have any tips for engaging reluctant readers? We'd love to hear your ideas!