For example, unmotivated readers like the read aloud sessions. She believes that parents can change this by taking them to the library or enrolling them in book clubs. Teachers and librarians are recommended to have more non-fiction books, and perhaps to read shorter non-fiction books in the classroom instead of a novel. Reading to children at a young age often will help them read more books and enjoy reading.

Blake, B. (1998). "Critical" Reader Response in an Urban Classroom: Creating Cultural Texts to Engage Diverse Readers. Theory into Practice, 37, 238-43.
In Blake's article she raises some interesting points about engaging children, and gaining critical responses from them. She notes the problem of multi-ethnic intercity children, who cannot relate to the majority of the books read in a classroom. Blake studied a class in Chicago, interviewed some children, and discovered that they found the books boring, although challenging. The problem here is that they cannot relate their own life experiences to these types of books. The teacher allowed children to write their own stories, plays and so on, and share them with the class. It was discovered that this created something that all children could relate to, and it allowed for much more in-depth responses. Not all children can relate to White Anglo-Saxon middle class society, therefore the interest is lost.

Bond, T. F. (2001). Giving the free rein: connections in student-led book groups. Reading Teacher, 54, 6. 574.
Bond, a teacher, found that her students were not excited, motivated, or engaged in in-depth conversations about what they had read when the discussion group was led by the teacher. She found that her students would only read what they had written, and move on to the next person. They were not talking. After doing some research, Bond stated that the student led groups in her class. Her discussion groups consisted of five roles, each completing a different task. She did not set many rules, and the children had to choose what role they wanted. One guideline was for the students to write down something every day or every other day. She found that discussions about authors, characters and plots were highly discussed and children even connecting their past experiences to the book, which was previously not happening.

Bowen, D. N. (2002). Using Biography in the Elementary Classroom. School Library Media Activities Monthly 18, 10. 23-4
Through talking with teachers and library media specialists, Bowen has come up with some interesting ways to engage and encourage children to read biographies. Rather than simply sitting and writing about what they have read, instructors have made responding much more fun and interactive.