Reading Culture among Students: The Activity Model of Reading https://doi.org /10.5281/zen od o.14980099

Reading Culture among Students: The Activity Model of Reading
https://doi.org /10.5281/zen od o.14980099

Author(s): Dr. Surajit Sen

DOI: https://doi.org/10.5281/zenodo.14980099

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Volume 16 | Issue 1 | Feb 2025

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The Criterion: An International Journal in English Vol. 16, Issue-I, February 2025 ISSN: 0976-8165
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https://doi.org/10.5281/zenodo.10448030
Reading Culture among Students: The Activity Model of Reading
Dr. Surajit Sen
Associate Professor,
Department of English and Communication Studies,
The ICFAI University Meghalaya.
Article History: Submitted‐06/01/2025, Revised‐22/01/2025, Accepted‐04/02/2025, Published‐28/02/2025.
Abstract:
The importance of reading for intellectual growth and the enhancement of creative
abilities cannot be overstated. Regrettably, the practice of reading is on the decline among the
younger generation. This paper, based on an experimental study, is aimed at developing a
reading competency model for college students. Based on primary data from college students,
the paper examines the factors contributing to the decline in reading habits among students and
suggests actions they can take to improve their reading habits. Inputs received from the primary
data collection have been used to create a model to develop reading culture and enhance
competency.
Keywords: reading culture, reading reluctance, learning experience, reading culture,
reading model, activity model.
Introduction:
Sir Francis Bacon once said, “Reading maketh a full man”. The significance of reading can
never be undermined if one wants to grow intellectually and build on one’s imaginative
faculties to the fullest. Unfortunately, the habit of reading is dwindling amongst today’s youth
who rather prefer spending time on any form of social media. The fact that, today all institutes
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Reading Culture among Students: The Activity Model of Reading
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https://doi.org/10.5281/zenodo.10448030
of higher education in India have to compulsorily observe the National Reading Day and that
a substantial portion of the National Education Policy 2020 stresses on ‘reading’ and ‘self-
study’ speaks volumes about the declining culture of reading and the need to revive it among
students. However, developing reading skills among students who have removed themselves
from the joys of reading is definitely an uphill task. This paper tries to enhance the reading
skills of students by developing a model of reading keeping in mind the needs and requirements
of Gen-Z.
This paper looks into the concept of reading culture among students. It seeks to find the reasons
for reluctances in reading among students and analyse the dwindling reading experiences
gained from/through reading. It attempts to find out ways of cultivating reading culture among
students and strives to find strategies to overcome reading reluctances. The paper finally
develops a reading competency model called the Activity Model of Reading which is based on
the experiences of the students.

Methodology:
The study is based on an experimental procedure conducted on a total of 120 students, who
form the primary database. The Model is assessed on Pre-test and Post-test results with an
Intervention of 5 Months (July – November 2024) between Pre-test and Post-test. Inputs based
on the data collected is translated into developing a Reading Competency Model for college-
going students. The tests are analysed through a Structured Questionnaire to comprehend the
model’s aptness.
The study also digs to find out what the teachers and student-readers feel about reading. Hence,
a separate questionnaire was provided to the teachers and students to understand it.

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Existing Literature:
Reading and Reading Culture
According to Ifedili (2009), reading has several benefits, such as promoting societal
advancement, international understanding, personal well-being, information acquisition, and
the development of a positive outlook that prevents laziness or boredom. highlighting the fact
that reading is not just for academic accomplishments, but also increases the likelihood of
success in school and in life. As seen, a culture of good reading is linked to academic success.
A poor reader doesn’t plan for academic success, which eventually causes frustration and,
finally, academic failure.
According to Agade (2008), reading is an essential learning tool throughout the many levels of
the contemporary educational system since it speeds up the learning process and successfully
fosters students’ intellectual growth.
According to Sandars (2007), reading improves life quality and gives access to culture and
cultural history, making it crucial for full involvement in modern society.
Reading culture, according to Ailakhu and Unegbu, is the practice of reading for pleasure rather
than solely academic purposes. However, they underlined that reading eventually stops being
a difficult chore that must be completed in order to pass an exam and instead has an inherent
value as something to be done for enjoyment until a desire to read more is established.
According to Nyam, reading culture is the practice of reading as a usual and normal activity
which results in the development of a mindset and the control of abilities that make reading an
enjoyable, consistent, and ongoing activity.

Reading Models
In K. Stanovich’s (1980) “Interactive Model” readers predict what they will read in a text by
drawing on prior knowledge of the topic matter, prior familiarity with written language, past
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reading experiences, and their own expectations. According to Ann Browne’s (1998) “Bottom-
up Model” the foundation of reading for students is their understanding of letters, sounds, and
words as well as how sentences are put together using these words. Further, in Ann Browne’s
(1998) “Top-down Model” readers start to read by using their knowledge of language structure
and meaning, existing stories and other genres, and predict meanings in existing context(s).
The issue in these three Models is that they are for children or young learners and not for young
adult learners.
Hollis Scarborough’s (2001) “Reading Rope” looks into sub-skills related to reading like
language comprehension and word recognition leading to skilled reading.
Aaron and Joshi’s (2000) “Componential Model” encourages to go beyond cognitive skills and
look into psychological and ecological factors affecting reading competencies. Nell Duke and
Kelly Cartwright’s (2021) “Active View of Reading” include a bridge between decoding and
language comprehension and adds self-regulation skills a reader uses to monitor their reading
The issue in these Models is that all these are for educators/teachers to aid developing reading
skills in learners.
“Dual-route Model”, whose proponents are Max Coltheart, Uta Frith, Philip Seymour, and
David Share, looks at reading from two ways: Phonological route (applying letter-sound
relationships to sound out unfamiliar words) and Orthographic route identifies a familiar word
by its spelling patterns. Walter Kinstch’s (1988) “Construction-Integration Model” reflects that
reading includes factors likes activating prior knowledge, generating inferences, resolving
inconsistencies, and integrating information across sentences and paragraphs.
The issue in these Models is that they for beginners and do not cater to greater needs of reading
for young adult readers.

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Identifying reading barriers – reluctances:
Table 1
Reluctances of readers

Teachers
Young adult readers
Restlessness
Unsure of what genre/book to read
Reading anxiety
Difficulty in understanding
Lack of concentration
Stress
Not a priority
Little or no access to books
Reading only for exams
Size and cost of books
Frustrating experience
Lack of proper reading space
Social media
Social media
Disinterested
Disinterested
Feeling of information overload
Feeling of information overload
Labelled as a bookworm
Source: Primary Data Collection

Table 1 shows the reluctances in reading among the young adult readers according to the
teachers and the readers. The teachers feel that young adult readers are reluctant of reading
because they are restless and suffer from reading anxiety. To the teachers, the young adult
readers suffer from lack of concentration, who do not think that reading should be a priority
for them. Reading, according to the teachers, is a frustrating experience and hence, they read
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only before exams. Further, more exposure to the use of social media also makes the young
adult readers reluctant towards reading. The teachers are of the opinion that the readers feel
that reading is a sort of information overload for them which they cannot cope up with. Hence,
they are disinterested in reading.
As far as the young adult readers are concerned, they say that they are reluctant to read because
they are unsure of what they should read. They often get confused about what to read and
hence, end up without reading anything. The young adult readers also say that they do not like
to read many a times because they find the text difficult to understand. The fear of being
mocked or labelled as bookworms by peers often keep them away from taking help of teachers
in this direction. Some of the young adult readers also think that reading is stressful and hence,
they avoid reading much. Few among them say that they have little to no access to books as
those that interest them are pretty costly and they are unable to get access to those books. Size
of the books also seem to scare them and make them reluctant to read. The young readers
further say that lack of proper reading space either at home makes them reluctant to read.
However, the readers seem to concur with the teachers when it comes to the use of social media,
feeling of information overload and a sense of disinterestedness.
Identifying reading barriers – dwindling learning experiences:
Table 2
Reasons for the dwindling learning experiences

Teachers
Young adult readers
Problems related to stylistics
Retention disabilities
Concept formation difficulty
Do not find it engrossing
Lack of attention & concentration
No enthusiasm
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Know and understand everything
Gist/summary available on internet
Cognitive & environmental factors
You Tube videos
Changing priorities
Feeling of having known before
Preconceived notions
Inability in understanding a subject
Source: Primary Data Collection

Table 2 shows the reasons for the dwindling learning experiences which can be gained from
reading among the young adult readers according to the teachers and the readers. The teachers
feel that learning experiences could be dwindling because of the inability among the young
adult readers to study and interpret texts in an appropriate way which leads to a difficulty in
concept formation. The teachers think that the young adult learners lack attention and
concentration as they are not focussed on their goals and/or they think that they already know
and understand everything. The teachers are also of the opinion that cognitive and
environmental factors such as inability to understand, remember, or think cognitively and also
peer and social media influence could also be responsible for the dwindling learning
experiences. At the present time, the teachers think, the priorities attached to reading have
changed where reading is not done for learning, understanding, and knowledge-enhancing. The
present generation of young readers are also full of preconceived notions which can be seen as
a barrier in gaining learning experiences from reading.
The young adult readers opine that they are unable to retain what they read and hence do not
like to read much other than just prepare the night before examinations. Some find that reading
does not excite them and hence, even if they read, they do not find it engrossing which could
be the result of a lack of enthusiasm among them. The young adult readers also say that since
they either get the gist/summary available on internet or explanation on You Tube videos, hence
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they do not feel it necessary to read. The young readers further state that they do not like to
read as they feel that they already have much knowledge about certain topics or a subject that
they do not require further reading. A few of them, however, state that their inability in
understanding a subject keeps them away from reading and gaining experiences thereof.

The Activity Model of Reading:
The barriers discussed are sufficient to understand that there are significant reasons among the
young readers because of which they do not like to read. When this occurs, it is crucial to resist
giving up and instead spend time figuring out why one has trouble in reading. Perhaps a certain
area requires special focus, such as their vocabulary or understanding abilities. Sometimes all
it takes is selecting the correct/appropriate book and nobody should feel bad about reading at
or beyond their reading level for everyone develops a fondness for reading at a different rate.
It is essential that the young adult readers are motivated to start reading to inculcate the habit
of reading and the joys associated with it. The Activity Model of Reading is an appropriate
mode by which the young adult readers can be motivated to begin reading.
The Model created is based on the following skills required for reading:
i.
Understanding the types of reading (skimming, scanning, critical, appreciative, etc.): It
is very important that readers need to understand the different forms of reading. Without
having a clarity and understanding of the different types of reading, the readers will not
realise how reading should be done. Reading should not be for reading’s sake, but for
learning’s sake and, hence, recognizing what kind of reading is appropriate is of utmost
importance.

ii.
Understanding the motive for reading (exams, studies, pleasure, etc.): It is essential that
readers understand the purpose of reading. Reading is done for exams or studies or
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pleasure, etc. If readers are unable to comprehend the motive, then they will not be able
to generate interest in reading. Hence, readers should be able to realise themselves why
they are reading.

iii.
Understanding aids to reading (dictionary, index on books, content page, figures,
graphs, pictures & photos, etc.): Many a times, it is found that readers do not understand
the purpose of understanding and using the various aids to reading appropriately. In
today’s world where young adult readers are very tech savvy, reading soft copies
downloaded from the internet is easier. However, most of the times they are found to
be confused when they are told to take help of the aids to reading. Hence, it is extremely
essential that readers are able to understand these aids which will make reading and
understanding easy.

iv.
Understanding motives of the writer (why, how, what, when): Readers often read for
the sake of reading. They forget to understand why the text has been written, i.e., they
forget to understand the motives of the writer. Before a book is read, it is important to
gauge into why and how the text was written, what and when motivated the writer to
write it. Once that is understood, the readers will be able to appreciate the work of the
writer.

The Model created rests on the principle of Reading not for Reading’s Sake, but Reading for
Learning’s Sake. The Model looks into developing skills and knowledge to appreciate,
understand, analyse and evaluate texts.

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The process of the Activity Model develops on the following aspects:
i.
Understanding Reading: At the onset, the young adult readers need to be explained
what reading means and the types of reading. The readers must be made to realise the
reasons why reading is necessary and the requirements for reading.

ii.
Understanding reading reluctances: It is necessary that before the activity starts, the
reading reluctances should be understood. If the ailment is not diagnosed, then the
prescribed remedy will not work. Overt or covert means can be adopted to elicit the
causes of reading reluctances.

iii.
Overcoming reluctancies: Once the reluctances are realised, ways should be generated
to enhance reading aptitude. For this, the young adult readers must be made to realise
that reading aligns with their goals to success. They must be provided with the support
to create a culture of reading through motivational coaching and supervision.

iv.
Conducting Reading Sessions: Conducting reading sessions can work to the level of
generating interests among the young adult readers. Inviting authors or guest speakers
to read and discuss can help motivate the young readers to develop a passion not just
for reading but also for writing. Dialogic exercises are key to opening minds to fresh
new horizons.

v.
Enhancing other Skills: The young adult readers must also be made to realise that
reading helps in enhancing other skills like Listening, Speaking and Writing. One who
reads well, listens well, speaks well and writes well.

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vi.
Enhancing Grammatical Skills: Apart from developing LSW Skills, reading also helps
in improving grammar skills. This is a fact that must be instilled in the mind of the
young adult readers. Reading is a part of the practical exercise in grammar for it shows
the reader how various parts of speech and other grammatical rules are applied. The
readers can be told to make a comparative analysis of how they write and how the
author writes in terms of grammar and syntax to make them aware of the applications
of grammatical rules.

vii.
Improving Vocabulary: That reading improves vocabulary can never be an
understatement and, hence, this must be informed vigorously to the young adult readers
that the more they read, their stock of vocabulary will increase, thereby increasing their
style of writing and speaking. Exercises to this effect can be introduced by making the
young readers write down five new words along with their meanings and a sentence on
each word to be discussed in the class the following day. This will help all the readers
in the class who will learn new words and explore the joy of using new words in their
daily communication.

viii.
Learning the usage of Figures of Speech: Reading also helps in learning the usage of
figures of speech. Writers often tend to use figures of speech. The readers need to be
first made aware of the different forms of figures of speech and how to locate them
while reading. This will make the readers not only understand the meaning of the text
but also help them use the figures of speech in their communication, either written or
verbal.

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ix.
Learning the Art of Writing: Reading sessions must be made such that they make the
readers understand the art of writing. Skills required for writing need to be explained to
the readers so that they understand how writers write. This way, the readers will be able
to generate the skills of writing themselves. Appropriate motivation should be given to
the readers that they can also become writers whose works will be read by multitudes.

x.
Creative Writing and Reading: Reading enhances all-round development of the reader.
Not only does the reader become aware of the different nuances of reading but can even
dabble with creative writing, be it self-composed short story or poem or any other genre
of writing. The readers skills must be developed that they write something, no matter
how it is, what matters is the impact they make upon themselves by realising their self-
potential. Such pieces of writing must be given their due by making the readers read
what they have composed and a lively discussion can be held on that to generate further
enthusiasm.

xi.
Creation of a Reading Space and Environment: It is very important that proper spaces
should be created for the readers to read and express themselves singularly or
dialogically. For this, proper Reading Clubs can be formed giving the readers the
required space to explore reading and express themselves through reading.

Since the model is called Activity Model, hence, the following activities are part of the Reading
exercise:
i.
Ice-breaking through small talks
ii.
Understanding the attitude of readers, their likes and dislikes in/for reading through
discussions
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iii.
Learning how to use the tools for reading
iv.
Reading for personal enhancement by finding ways to read, write, listen and speak
v.
Reading for fun
vi.
Reading for discussion
vii.
Reading for critical thinking and analysis
viii.
Reading for learning skills
ix.
Reading for speaking skills
x.
Reading drills to improve voice, intonation, etc.
xi.
Organizing Reading Sessions
xii.
Creative writing and reading followed by discussions

Analyses of Data:
The analysis of the Pre-test and Post-test is presented below:

Figures 1 and 2 show the results of how much the young adult readers enjoy reading. Before
the model was tested, the readers were asked how much they enjoy reading where 57% of the
respondents said that they do not enjoy reading at all. However, after the model was tested,
0
50
100
Very
enjoyab
le
Enjoyab
le
Just
okay
Not at
all
Only
when it
is of my
choice
Series1
5
10
18
57
11
Fig. 1. Pre-test: How much do you
enjoy reading?
0
50
100
Very
enjoyab
le
Enjoyab
le
Just
okay
Not at
all
Only
when it
is of my
choice
Series1
18
70
13
0
0
Fig. 2. Post-test: How much do
you enjoy reading?
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70% of the respondents said that they find reading enjoyable. This shows that if reading is done
through the activity mode, then reading can bring in joy to the readers.

Figures 3 and 4 show the results of what the readers like or dislike about reading. Prior to
testing of the activity model, 55% of the respondents said that they do not consider themselves
to be readers. After the model was tested, 60% of the respondents said that reading gives them
knowledge about various new things and 40% of the respondents said that reading allows them
to express themselves better. This is reflective that they activity model can certainly help the
readers to develop their skills in reading.

0
100
Reading
allows
me to
express
myself
better
Reading
gives me
knowled
ge about
various
new
things
Reading
consume
s a lot of
my time
Reading
requires
a lot of
concentr
ation
and self-
understa
nding
I am not
a reader
at all
Series1
6
7
20
13
55
Fig. 3. Pre-test: What is it about
reading that you either like or
dislike?
0
100
Reading
allows
me to
express
myself
better
Reading
gives me
knowled
ge about
various
new
things
Reading
consume
s a lot of
my time
Reading
requires
a lot of
concentr
ation
and self-
understa
nding
I am not
a reader
at all
Series1
40
60
0
0
0
Fig. 4. Post-test: What is it about
reading that you either like or
dislike?
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Figures 5 and 6 show the results of how often the young adult readers read. 49% of the
respondents said that they do not read at all, with 27% saying that they read before or during
exams only prior to the testing of the model. After the model was tested, 32% of the respondents
said that they read at least 5 days a week and 29% said that they read daily. This is reflective
of the improvement made by the young readers post testing of the activity model of reading.

Figures 7 and 8 shows what motivates the respondents to read. The pre-test result shows that
74% of the respondents read only to write assignments or exams and 15% say that they read
0
50
Every
day
Only
before/d
uring
exams
Someti
mes
when I
feel/cho
ose
Read
only
when I
am
forced
by
someon
e to
read
Don’t
read at
all
Series1
3
27
5
17
49
Fig. 5. Pre-test: How often do you
read?
0
10
20
30
40
Every
day
At least
6 days a
week
At least
5 days a
week
At least
4 days a
week
At least
3 or less
then 3
days a
week
Series1
29
22
32
18
0
Fig. 6. Post-test: How often do you
read?
0
50
100
Enjoyme
nt/Pleas
ure
Recomm
endation
from
teacher/f
riends
Relaxatio
n
Assignm
ents/Exa
ms
For
personal
informati
on
Series1
3
15
4
74
4
Fig. 7. Pre-test: What motivates
you to read?
0
20
40
Enjoyme
nt/Pleas
ure
Recomm
endation
from
teacher/
friends
Relaxati
on
Assignm
ents/Exa
ms
For
personal
informat
ion
Series1
29
32
15
8
16
Fig. 8. Post-test: What motivates
you to read?
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when it is recommended by their teachers or friends. In the post-test, it is found that 32% read
when it is recommended by their teachers or friends, 29% read for enjoyment, 16% read for
enhancing personal information and 15% read for relaxation. The post test results show a stark
improvement in the motivation related to reading which is a positive indication of how the
activity model works.

Figures 9 and 10 show how the readers choose a book to read. In the pre-test period, 46% of
the respondents said that they do not read because they do not like reading and 41% said that
they read books which are related to their course. After the activity model was tested, 70% of
the respondents said that they read based on the choice of their interest and 32% said that they
read books which are chosen by others and recommended to them. The improvement in the
post-test reveals that the change in their perspective in choosing a book to read is on the basis
of the development of their interest in reading post the exercises conducted after the activity
model was tested upon them.

0
20
40
60
Based
on
interest
Based
on
course
Based
on
recomm
endatio
ns
Based
on cover
and
looks
None,
because
I don’t
like
reading
Series1
3
41
4
7
46
Fig. 9. Pre-test: How do you
choose a book to read?
0
50
100
Based
on
interest
Based
on
course
Based
on
recomm
endation
s
Based
on cover
and
looks
None,
because
I don’t
like
reading
Series1
70
7
32
0
0
Fig. 10. Post-test: How do you
choose a book to read?
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Figures 11 and 12 show the statement which describes the reading style of the young adult
readers. Prior to the testing of the activity model, 72% of the respondents say that they read for
the sake of reading to pass in the exams. After the testing of the activity model, 40% of the
respondents said that they read because they like to spend their time in reading, while 328%
said that while reading they reflect while reading and 21% said that they become critical while
reading. This is a positive sign that the model is able to instill upon the readers the essence of
reading.

0
100
I am
very
critical
when it
comes
to
reading
I reflect
a lot
while I
am
reading
I read
because
I like to
spend
my time
reading
I read
for the
sake of
reading
to pass
exams
I am not
a reader
at all
Series1
0
2
3
72
9
Fig. 11. Pre-test: Which statement
best describes your reading style?
0
50
I am
very
critical
when it
comes
to
reading
I reflect
a lot
while I
am
reading
I read
because
I like to
spend
my time
reading
I read
for the
sake of
reading
to pass
exams
I am not
a reader
at all
Series1
21
38
40
0
0
Fig. 12. Post-test: Which
statement best describes your
reading style?
0
50
100
Totally
aware
Slightly
aware
Least
aware
Totally
unaware
Series1
11
78
8
3
Fig. 13. Pre-test: How aware are
you about the different language
and communication skills that
can be developed through
reading?
0
50
100
Totally
aware
Slightly
aware
Least
aware
Totally
unaware
Series1
100
0
0
0
Fig. 14. Post-test: How aware are
you about the different language
and communication skills that
can be developed through
reading?
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Figures 13 and 14 show the awareness among the readers about the development of language
and communication skills through reading. Before the test was conducted, 78% of the
respondents said that they were slightly aware of it, while 11% said that they were totally aware
and 8% said that they were least aware. In the post-test, all the respondents said that they are
totally aware of how language and communication skills are developed through reading which
is a testament to the efforts one can make in understanding the essence of reading based on the
activity model.

Figures 15 and 16 show how the respondents describe themselves as readers. In the pre-test
period, 73% of the respondents said that they would describe themselves as readers before
exams, 18% as average readers and 9% as readers not at all. In the post-test, 45% of the
respondents said that they would describe themselves as writer-readers, and 28% of them said
that they are both avid readers and average readers. The results show that after the activity
model was tested, the respondents have changed their opinions about reading and have
developed a penchant for reading.

0
50
100
Avid
reader
Average
reader
Writer-
reader
Read
only
before
exams
Not a
reader
at all
Series1
0
18
0
73
9
Fig. 15. Pre-Test: How would you
describe yourself as a reader?
0
20
40
60
Avid
reader
Average
reader
Writer-
reader
Read
only
before
exams
Not a
reader
at all
Series1
28
28
45
0
0
Fig. 16. Post-Test: How would you
describe yourself as a reader?
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The Criterion: An International Journal in English Vol. 16, Issue-I, February 2025 ISSN: 0976-8165

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Figures 17 and 18 show how the respondents grade themselves as readers. In the pre-test period,
55% of the respondents have graded themselves E (with A being the highest and E being the
lowest) and 35% grading themselves as D. In the post-test period 45% of the respondents
graded themselves B, 38% graded themselves A and 18% graded themselves C. The post-test
result is evidence to show that the activity model has certainly helped the young adult readers
to hone their reading skills.

Analysis of the Activity Model:
The Activity Model of Reading is an experimental model which can have its limitations
depending upon the perceptions of the young adult readers area-wise or any other situation/s.
What is true for this experiment, may not be true when this is put into effect somewhere else.
However, the model can be tried in varying situations since the model tries to look at the
reading capacities of the young readers from their view-point, analyse their reluctances and
then come up with solutions. Activity mode of learning has always been a tested method of
teaching-learning process from the Montessori level onwards. Most of the time, it is forgotten
0
20
40
60
A
B
C
D
E
Series1
1
0
9
35
55
Fig. 17. Pre-test: How will you
grade yourself at the present
moment based on how well you
read?
0
10
20
30
40
50
A
B
C
D
E
Series1
38
45
18
0
0
Fig. 18. Post-test: How will you
grade yourself at the present
moment based on how well you
read?
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that activities can also help adult learners. This model is just a method of testing the efficacy
of utilising activities in improving the reading skills of the young adult readers.

Conclusion:
Reading is not just about choice, but about interest, likes and dislikes. Reading should not be
enforced, but must be inculcated through compassionate means. Reading should not be
considered an exercise, but as a source of self-realization and self-learning experience. Reading
should not be allowed to develop in isolation which happens because of negativity and
depression. Reading must be done to learn and gain knowledge and not just for its sake.
Motivation and creation of a reading space is extremely essential if we want to generate the
habit of reading. Reading should not be seen as something which is demeaning, but rather
ameliorating. Sustaining a reading culture should not be linked with monetary benefit(s), but
promoting the zeal for reading will in itself sustain a reading culture. Determination,
persistence, desire, resolve and a yearning for reading will create an environment conducive
towards sustainable reading culture. Reading not for reading’s sake, but reading with
commitment to fulfil a mission/vision will ensure reading sustainability. Play and Read
(Activity) Method can surely induce results if we want the future generation to be good readers
too.

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