Maryland wants better readers. Have we asked children what they need?

Each summer, Maryland families are encouraged to keep children reading. Schools send home book lists, libraries launch reading initiatives, and educators remind parents about the “summer slide” — the decline in reading skills that can occur when students stop reading during summer break.

These efforts are important. Strong literacy skills are linked to academic achievement, lifelong learning, workforce readiness and civic participation. Maryland has made literacy a priority, and communities across the state continue investing in programs that help children become confident readers.

But amid the conversations about improving literacy, one question often goes unanswered: Have we asked children what makes them want to read?

As homeschool parents, we know firsthand that every child learns differently. We also know that children are more likely to embrace reading when they have ownership over it. Instead of assuming we knew the answers, we decided to ask our four children what they thought.

Our first question was simple: “What don’t you like about reading?”

Their answers were remarkably similar.

Sometimes the books they’re expected to read don’t match their interests. Sometimes reading feels like another assignment instead of an opportunity to explore. Sometimes they’re told what to read without ever being asked what they would like to read.

Then we asked a second question: “What would make you read more?”

Again, the answers were consistent.

They wanted books about topics they genuinely enjoy. Sports. Animals. Music. History. Adventure. Graphic novels. Science. They also wanted reading to be fun — not because someone told them it should be, but because they had a reason to keep turning the pages.

This summer, our family joined the Summer Break Baltimore program at the Enoch Pratt Free Library. While checking out books was exciting, what immediately captured our children’s attention was the Summer Break Bingo Board.

Rather than measuring success only by the number of books completed, the bingo board encourages children to experience literacy in different ways. Families can read outside, attend library programs, visit different library branches, write stories, create artwork inspired by books, recommend books to friends, explore nature and participate in community events. Reading becomes part of discovery rather than another task to complete.

For our children, that made all the difference.

Zaiden: “When I can pick books about things I like, I actually want to finish them.”

Zaine: “The bingo board makes reading feel like a challenge instead of homework.”

Zuri: “I like stories that let me draw something after I read.”

Zainuri: “I like earning bingo squares so we can be entered into the drawing for cool prizes.”

Their responses reminded us that children often know exactly what motivates them — we simply have to take the time to listen.

Our family conversation continued with their dad, Paul, who reflected on one of his favorite childhood memories: participating in Pizza Hut’s BOOK IT! program. Reading enough books earned him a personal pan pizza, but what stayed with him wasn’t the reward itself. It was the excitement of reaching a goal and feeling proud of becoming a reader.

That memory highlights something educators and parents have known for years: positive reinforcement matters. Whether it’s a library bingo board, a reading competition, a bookmark filled with stickers, or a free pizza, these incentives don’t replace a love of reading — they can help spark it.

Libraries like the Enoch Pratt Free Library are demonstrating what literacy can look like when it is interactive, community-centered and joyful. Their summer programming reminds us that reading doesn’t have to compete with summer fun. It can be part of it.

As Maryland continues investing in literacy, we hope educators, librarians, policymakers and families will add one more strategy to the conversation.

Ask children what they enjoy reading.

Ask them what discourages them.

Ask what would make them pick up another book tomorrow.

The answers may be different for every child, but one thing is certain: Children deserve a voice in shaping the reading experiences designed for them.

If Maryland wants to raise lifelong readers, the next chapter shouldn’t be written only by adults.

It should be written with children, too.