How to Support Reluctant Readers with Audiobooks

Estimated reading time: 8 minutes | Last updated: July 2026

Reluctant readers are not all the same. Some students find reading difficult. Some can read well but rarely choose to. Others feel overwhelmed by long texts, struggle to find books that interest them, or have had negative experiences with reading in the past.

For schools, the challenge is not only helping students read more. It is helping them rebuild confidence, find stories they care about, and see reading as something they can enjoy.

Audiobooks can play an important role in this. By giving students another way to access books, Audiobooks can reduce some of the pressure around reading while still helping students engage with language, stories, vocabulary and ideas.

In this guide, we’ll look at how schools can use Audiobooks to support reluctant readers, why they work, and practical ways librarians and teachers can introduce them without making students feel singled out.

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Key Takeaways

• Reluctant readers are students who avoid reading or rarely choose to read, but they are not always struggling readers.
• Audiobooks can help reduce the pressure of decoding, giving students another way to access stories and information.
• Listening to Audiobooks can support vocabulary, comprehension, fluency modelling and reading confidence.
• Audiobooks work best when they are offered as part of normal reading choice, not only as an intervention tool.
• Schools can use Audiobooks alongside print books and eBooks to give students more flexible ways to read.

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Table of Contents

• What is a reluctant reader?
• Why do some students avoid reading?
• How can Audiobooks help reluctant readers?
• Do Audiobooks count as reading?
• 7 ways schools can support reluctant readers with Audiobooks
• What should schools look for in an Audiobook platform?
• FAQs

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What is a reluctant reader?

A reluctant reader is a student who avoids reading, reads only when required, or does not see themselves as a reader.

This can include students who find reading difficult, but it can also include students who are capable readers but do not choose to read for enjoyment. Some reluctant readers may prefer other forms of media. Others may struggle to find books that match their interests, maturity level or reading confidence.

In a school setting, reluctant readers might:

• avoid borrowing books from the library
• start books but rarely finish them
• say they do not like reading
• choose books well below or above their comfort level
• feel embarrassed about reading in front of others
• struggle to stay focused during independent reading time
• prefer listening, watching or discussing stories instead of reading silently

The important thing to remember is that reluctance is not always about ability. A student may be avoiding reading because it feels slow, stressful, boring, embarrassing or disconnected from their interests.

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Why do some students avoid reading?

Students avoid reading for many reasons. For some, reading is genuinely hard work. Decoding, fluency, concentration and comprehension may all require significant effort. When reading feels exhausting, it is understandable that students may avoid it.

For others, the issue is confidence. A student who has struggled with reading for years may start to believe that books are “not for them.” Even when they improve, they may still carry that negative reading identity with them.

Other students may avoid reading because they have not found the right book. If the only books offered feel too young, too hard, too long or unrelated to their interests, reading can feel like a task rather than a choice.

Common reasons students become reluctant readers include:

• difficulty decoding text
• low reading confidence
• limited access to high-interest books
• embarrassment about reading level
• difficulty concentrating on long passages
• lack of choice
• negative past experiences with reading
• not seeing reading as enjoyable or relevant

Supporting reluctant readers means addressing these barriers, not simply telling students to read more.

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How can Audiobooks help reluctant readers?

Audiobooks can help reluctant readers by giving them another way into books. Instead of facing the full pressure of decoding every word on the page, students can listen to a book being read aloud and focus on the story, characters, vocabulary and meaning.

This does not mean Audiobooks replace reading instruction. Students who need support with decoding, fluency or comprehension still need explicit teaching and practice. But Audiobooks can help students stay connected to books while those skills continue to develop.

For reluctant readers, Audiobooks can support:

• Access: Students can engage with books that may be too difficult to read independently in print.
• Confidence: Students can experience finishing books and joining conversations about stories.
• Engagement: A strong narrator can make a story feel more immediate and enjoyable.
• Vocabulary: Students hear words in context, including pronunciation, rhythm and expression.
• Fluency modelling: Narration shows how phrasing, pace and tone support meaning.
• Choice: Students have another format to choose from, which can make reading feel more flexible.

Audiobooks are especially useful when students are interested in a story but not yet ready to read it independently. They can help remove the gap between what a student wants to read and what they can comfortably decode on their own.

For a broader introduction, you may also like our guide: What Are Audiobooks and Why Are Schools Using Them?

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Do Audiobooks count as reading?

One common question is whether listening to an Audiobook “counts” as reading.

For schools, the best answer is that Audiobooks are one valuable part of a wider reading approach. They are not the same experience as reading print or eBooks, but they still involve language, comprehension, imagination, vocabulary, memory and response to text.

When students listen to an Audiobook, they are still following a narrative or argument, making predictions, building mental images, understanding characters, interpreting tone and connecting ideas. These are important parts of reading comprehension.

At the same time, Audiobooks should not be treated as a complete replacement for reading text. Students still need opportunities to develop decoding, fluency, stamina and written language skills. The strongest approach is often to use Audiobooks alongside print books, eBooks, classroom reading and explicit literacy support.

For reluctant readers, the goal is not to debate whether listening is “real reading.” The goal is to help students build a positive relationship with books and give them a pathway back into reading.

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7 ways schools can support reluctant readers with Audiobooks

1. Start with interest, not reading level

Reluctant readers are more likely to engage when the book feels personally relevant. Instead of starting with reading level, start with interest.

Ask questions such as:

• What movies, games or shows do they enjoy?
• Do they prefer humour, mystery, sport, fantasy, romance, horror or real-life stories?
• Do they like fast-paced stories or something quieter?
• Would they rather listen to a short book, a series or a familiar author?

Audiobooks make this easier because students can try a book quickly. Listening to the first few minutes can help them decide whether they like the narrator, tone and story.

2. Let students sample the first chapter

A simple way to introduce Audiobooks is to let students listen to the first chapter before choosing what to borrow.

This works well because it lowers the pressure of commitment. Students do not need to decide based only on the cover, blurb or reading level. They can hear the voice, pacing and mood of the book before deciding whether to continue.

For school librarians, this can become a regular recommendation strategy:

• “Try the first chapter and see what you think.”
• “Listen for five minutes before you decide.”
• “If you like the narrator, keep going.”

This small shift can help students who often reject books before giving them a chance.

3. Pair Audiobooks with print books or eBooks

Some students benefit from listening while also following the text. This can be done with a print book, an eBook or a class text where both formats are available.

Pairing audio with text can help students:

• connect spoken words with written words
• hear fluent reading while following the structure of the text
• stay focused for longer
• build confidence with more complex books
• revisit tricky sections more easily

This approach can be especially helpful when a student wants to read a book that matches their age and interests but finds the text challenging to read independently.

For more on choosing between formats, read eBooks vs Audiobooks: What’s the Difference for Schools?

4. Promote Audiobooks as a normal reading choice

Audiobooks should not feel like a separate option only for students who are struggling. If they are promoted only as a support tool, some students may avoid them because they feel singled out.

Instead, present Audiobooks as one normal way to read.

Schools can do this by:

• including Audiobooks in library displays
• adding Audiobook recommendations to newsletters
• featuring Audiobooks in reading challenges
• promoting “listen to the first chapter” activities
• recommending Audiobooks by genre, theme or narrator
• including Audiobooks in holiday reading promotions

When Audiobooks are part of everyday library culture, students are more likely to see them as a valid and enjoyable reading choice.

5. Use high-interest, age-appropriate books

One of the biggest benefits of Audiobooks is that they can help students access age-appropriate stories, even when their independent reading level is lower than their interests or maturity.

This matters because reluctant readers, especially older students, may reject books that feel too young. If the only accessible books available to them feel childish, they may disengage further.

Audiobooks can help bridge this gap. Students can listen to stories that feel relevant to their age, interests and peer group, while still building language exposure and confidence.

When choosing Audiobooks for reluctant readers, look for:

• strong openings
• clear narration
• popular authors or series
• shorter books or manageable chapters
• high-interest genres
• books connected to student hobbies and identities

6. Create low-pressure listening routines

Reluctant readers often need positive reading experiences before they are ready to read more independently. Short, low-pressure listening routines can help.

For example, schools might use Audiobooks during:

• library lessons
• quiet reading time
• reading intervention sessions
• small-group literacy support
• settling time after lunch
• home reading recommendations

The aim is not to turn listening into another test. The aim is to help students experience stories, build stamina and reconnect with books in a way that feels achievable.

Teachers and librarians can support this by using simple prompts:

• What made you want to keep listening?
• Which character stood out to you?
• What do you think will happen next?
• Would you recommend this to someone else?

These questions encourage response and discussion without making the experience feel like a worksheet.

7. Use borrowing data to guide recommendations

Usage data can help librarians understand which Audiobooks students are actually choosing.

This can be useful because reluctant readers may not always tell staff what they like. Borrowing patterns can reveal popular genres, authors, formats and year-level interests.

Schools can use this data to:

• identify popular Audiobooks
• create better recommendations
• promote underused titles
• spot trends by year level or cohort
• show school leaders how students are engaging with digital reading

For librarians, this is also useful when advocating for reading support. Usage insights can help show that Audiobooks are not just an optional extra. They can be part of a wider strategy to increase reading engagement and access.

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What should schools look for in an Audiobook platform?

For schools, Audiobooks work best when they are easy for students to discover and use. If access is difficult, reluctant readers are less likely to keep going.

When choosing an Audiobook platform for schools, consider whether it offers:

• Age-appropriate collections: Students need books that match their interests, year level and maturity.
• Simple student access: Students should be able to find, borrow and listen without unnecessary barriers.
• Flexible access at school and home: Audiobooks are especially useful when students can keep listening beyond the classroom.
• Support for different reading needs: Audiobooks should sit alongside tools and formats that support a wide range of learners.
• Usage insights: Librarians and school leaders need to understand what students are borrowing and how the collection is being used.
• Easy discovery: Students should be able to browse by interest, genre, age, format or recommendation.
• A safe school environment: Schools need confidence that students are accessing appropriate content.

For reluctant readers, ease of access matters. The fewer steps between interest and listening, the more likely students are to try a book and keep going.

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FAQs

Are Audiobooks good for reluctant readers?

Yes. Audiobooks can help reluctant readers access stories in a lower-pressure way. They can support confidence, vocabulary, comprehension and engagement, especially when students are struggling to start or finish books in print.

Are reluctant readers the same as struggling readers?

Not always. Some reluctant readers struggle with reading skills, but others can read well and simply do not choose to read. They may not have found the right books, may lack confidence, or may not see reading as enjoyable or relevant.

Do Audiobooks replace reading?

No. Audiobooks should not replace reading instruction or opportunities to read text. They work best as part of a balanced reading approach that includes print books, eBooks, classroom reading, independent reading and explicit literacy support.

Can Audiobooks help older students who read below year level?

Yes. Audiobooks can help older students access age-appropriate stories and information, even when the printed text is difficult to read independently. This can help protect confidence and keep students connected to books that match their interests and maturity.

How can librarians promote Audiobooks to reluctant readers?

Librarians can promote Audiobooks through displays, newsletters, reading challenges, genre recommendations, first-chapter listening activities and paired print or eBook options. The key is to present Audiobooks as a normal reading choice, not only as a support tool.

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Final Thoughts

Reluctant readers often need more than encouragement. They need access, choice, confidence and positive experiences with books.

Audiobooks can help schools provide that pathway. They allow students to hear fluent reading, access age-appropriate stories, build vocabulary and engage with books in a way that feels more achievable.

The goal is not to replace print or eBooks. The goal is to give students more ways to connect with reading.

When Audiobooks are included as part of a school’s wider reading culture, they can help reluctant readers take an important step: from avoiding books to discovering stories they want to keep listening to.

Learn more about ePlatform's Audiobook Collections.