The Allure of the Reward
From earning a personal pan pizza to getting a sticker on a chart, reading incentive programs are a popular tool for a reason: they often work, at least in the short term. The logic is simple behavioural psychology. An external, or extrinsic, reward is used
to motivate a person to complete a task. For a reluctant reader, the promise of a prize can be the push they need to open a book. Programs offering everything from certificates and food coupons to cash have been used in schools and libraries for decades. These initiatives aim to increase the volume of reading and are often seen as a way to kick-start a habit, especially for children who view reading as a chore. The main positive effect cited by proponents is that students are motivated to engage in reading when they otherwise might not.
The Hidden Cost of Prizes
While incentives can get a child reading, a large body of research warns of a significant drawback known as the "overjustification effect." This phenomenon occurs when an external reward diminishes a person's intrinsic, or internal, motivation for an activity they may have once enjoyed. The motivation shifts from the inherent pleasure of reading a story to the transactional goal of earning the prize. One study found that students' attitudes toward reading actually worsened when tangible rewards were introduced, as they were no longer reading for enjoyment but for an object. Research going back decades has shown that when the rewards stop, the desired behavior—in this case, reading—is likely to stop as well. In some cases, children are less likely to read voluntarily than they were before the program began.
Not All Rewards Are Created Equal
The evidence, however, isn't entirely one-sided. The type of reward seems to matter significantly. Studies suggest a key difference between rewards that are related to reading versus those that are not. For example, a study by researchers Barbara Marinak and Linda Gambrell found that giving a book as a reward did not undermine reading motivation in the same way that giving an unrelated token did. Rewards that are directly connected to the activity, like a new book or special time to read aloud, can reinforce the value of reading itself. In contrast, rewards like fast-food coupons or toys send a different message: that reading is an unpleasant task you must be bribed to do. Verbal praise and celebrating milestones like finishing a book can also be powerful motivators without the negative side effects of tangible, unrelated prizes.
Using Incentives as a Bridge, Not a Destination
So, what is the final verdict? The research suggests there is no clear, simple causal link between rewards and a lasting improvement in reading habits or attitudes. However, this doesn't mean incentives have no place. The consensus among many educators and researchers is that they should be used carefully, as a temporary scaffold rather than a permanent system. For a truly reluctant reader, an initial incentive might serve as a bridge to discovering that they actually enjoy stories. The key is to gradually phase out the extrinsic reward as the child begins to experience the intrinsic joys of reading—losing themselves in a character, learning something new, or feeling the satisfaction of finishing a book. The ultimate goal of any reading initiative should be to foster a genuine, self-sustaining love of reading for its own sake.
