The effects of incentives on reading

Despite their popularity, reading incentives have not been critically examined as to their effectiveness in promoting more positive attitudes toward reading, more frequent reading, or increases in reading proficiency. This article examines the available evidence on the effect of incentives on reading in school and public library programs for elementary and secondary students. It was concluded that there is no clear causal relationship in any of the studies conducted so far between the use of rewards and an improvement in reading attitudes, achievement, or habits. Implications for instruction are discussed.