Singapore’s new reading initiative offers virtual rewards that can eventually be exchanged for money, raising the question of whether similar incentives could encourage UAE children to develop lasting reading habits.
For parents trying to get children to put down their screens and pick up a book, the challenge is familiar: how do you make reading compete with the instant gratification of digital content?
Singapore is taking a novel approach. Its National Library Board (NLB) launched ReadSG on September 6 as part of a five-year national movement aimed at making reading a regular habit. Participants are encouraged to read for at least 15 minutes a day and log their sessions on the government’s CrowdTaskSG platform, earning virtual rewards that can eventually be converted into money.
The initiative comes amid growing concerns about digital distractions and the amount of time people spend consuming short-form content.
Could rewards also encourage more children in UAE schools to read? spoke to school leaders and a Dubai-based life coach to explore whether incentives can help turn reluctant readers into regular ones — and where schools should draw the line.
Amel Dali-Bey, Deputy Head of Primary at Nord Anglia International School Dubai, said rewards and recognition can be particularly effective when children need an initial nudge to start reading.
“Rewards and recognition can be a useful starting point, particularly for reluctant readers who may need that initial motivation to pick up a book. In primary schools, simple incentives such as reading challenges, class recognition or celebrating milestones can help create excitement around reading.”
However, she stressed that the goal should extend beyond simply encouraging children to meet a reading target. The longer-term objective is to help them discover the enjoyment of reading and turn it into a regular habit.
“However, the longer-term goal is always for that external motivation to develop into genuine enjoyment and a regular reading habit.
“Reading also offers something increasingly valuable in a fast-paced digital world: the opportunity to slow down, concentrate deeply and become absorbed in something without expecting an immediate reward.”
From reading points to passports and book talks
Schools across the UAE are already using a variety of recognition and reward systems to encourage children to read.
Noufal Ahmed, Founder and MD of Woodlem Education, said the focus should be on building a culture of reading rather than treating it as another school task.
“Reading is a vital pillar of literacy and lifelong learning. Every effort is made to nurture a joyful and consistent reading culture. Dojo points, with parents actively aware of reading expectations, help motivate children, while the monthly Best Reader Award recognises classes that demonstrate strong reading habits.”
Woodlem’s approach also combines incentives with access to libraries and reading apps. Ahmed said some students have progressed from readers to published authors, while the group is exploring new ways to make reading more visible and social.
“As a new initiative, we propose the Woodlem Reading Passport — Read, Reflect & Recommend — where students record books, share reflections and recommend titles to their peers. Reading Miles, badges, certificates and Book Talks will celebrate their progress.”
The aim is to make children’s progress visible and shareable while giving them opportunities to discover new books and discuss what they have read.
“Through these initiatives, reading becomes more than a skill — it becomes a visible, celebrated and lifelong culture.”
Can rewards create readers — or just reward reading?
While incentives can help children get started, Girish Hemnani, a Dubai-based life coach and energy healer, said schools and parents need to distinguish between encouraging a behaviour and helping children develop a lasting identity as readers.
“Rewards are useful for building the system, not the identity.”
“When a child is choosing between a book and the instant feedback of a tablet, the barrier to reading can be high. A small reward or challenge provides an immediate payoff, making the habit appealing enough to begin.”
In his view, the immediate value of an incentive is that it can overcome the initial resistance to picking up a book.
“It solves the activation problem. It gets them to open the book for two minutes today, five minutes tomorrow.
“However, an incentive can only buy temporary compliance. You cannot bribe someone into becoming a reader.”
The greater challenge, he said, is helping children reach a point where reading becomes rewarding in itself.
“In habit formation, what is immediately rewarded is repeated, but what is personally meaningful is reinforced. Points, gold stars and gift cards get the behaviour off the ground, but they are scaffolding.”
For children to develop a genuine reading habit, Hemnani said they need opportunities to discover books that match their interests and spark their curiosity.
“The true habit takes root only when reading itself becomes frictionless and satisfying — when a child finds a comic, a mystery or an idea that pulls them in.”
