Parents and teachers often want children to become confident, curious readers, yet discussions about books can become arguments over labels: fantasy versus realism, fiction versus non-fiction, comics versus novels. Genre can help someone find a story they like, but it does not tell us whether a particular child will enjoy or learn from that book. A better starting point is the reader’s interest, the accessibility of the text and the experience it offers.
Use genre as a signpost
A label such as ‘fantasy’ tells readers to expect invented elements, while ‘mystery’ suggests questions to solve. These categories can be useful when browsing a library or bookshop. They are not strict rules, and books often cross boundaries. A child who loves dragons may also enjoy a real-world book about reptiles, castles or flight. Another who dislikes fantasy may find a historical adventure captivating. Ask what the child enjoys inside a story — humour, tension, friendships, discovery — rather than assuming the entire genre is either suitable or unsuitable.
Take preferences seriously
A child who repeatedly chooses funny illustrated books is showing an interest, not necessarily avoiding ‘proper’ reading. Explore what makes those books appealing. Is it the pace, visual humour, familiar characters or shorter chapters? Offer other books that share those qualities when the child is ready, but do not make the existing choice a source of shame. Similarly, a child who prefers non-fiction may enjoy following a question from one page to another. Reading for pleasure is more sustainable when it is not constantly judged against an adult’s personal favourites.
Separate choice from learning needs
Sometimes a child wants to read a book that is beyond their current independent decoding level. That does not mean the content is uninteresting or inappropriate in every respect. An adult may read it aloud, or an accessible version may be available. At the same time, targeted word-reading instruction should use materials suited to the child’s current skills. The two activities have different purposes. A pupil who requires decodable texts for practice can still enjoy listening to a complex adventure, and a fluent reader may still choose a simple illustrated story for relaxation.
Let recommendations become conversations
When offering a new title, try explaining why it might appeal: ‘This book has the same kind of mystery you liked in your last one’ or ‘This one is about building strange machines’. Avoid describing a book only as something the child ‘should’ read. Read a short sample together and accept an honest reaction. If they dislike the first page, ask whether the problem is the subject, style or difficulty. Sometimes a different format helps; sometimes it is simply the wrong book. Abandoning one title does not mean rejecting reading as a whole.
Example: the child who only wants dragons
A family worries that their child chooses nothing but dragon stories. Rather than banning fantasy, they talk about what makes the dragons interesting. The child explains that they like creatures with unusual abilities and strong friendships. The adults then offer options: another fantasy adventure, a factual book about mythical creatures in folklore or an illustrated guide to real animals with remarkable adaptations. The child can choose any of them. Their existing interest has become a route to new material, rather than a behaviour to correct.
Watch for pressure disguised as encouragement
Rewards, comparisons and constant monitoring can turn a pleasurable choice into an obligation. A child may begin reading for a sticker instead of curiosity, or avoid an unfamiliar book for fear of not finishing it. Encourage regular opportunities to encounter books but allow some decisions to remain theirs. Families can model reading by sharing what they enjoy without demanding that children copy the same genres. A parent who loves crime fiction and a child who loves fantasy can still enjoy talking about suspense, surprising endings or memorable characters.
Explore across formats
Graphic novels, picture books, audiobooks, information texts, poetry and chapter books offer different experiences. Some develop meaning through images, others through spoken language or extended prose. Do not treat all formats as identical for every teaching goal: practising decoding printed words is not the same task as listening to a narrated story. Yet each can have a valuable place in a child’s reading life. Providing a choice of formats can also help children with access needs participate in shared stories and find topics they want to explore further.
Where Sammy Rambles fits
Sammy Rambles is a fantasy adventure series by J T Scott featuring a child, a dragon named Kyrillan and Dragamas School for Dragon Charming. Children drawn to magical schools or dragon companionship may enjoy sampling the first book, The Floating Circus. The official website offers part of the opening chapter for readers to explore. This is an invitation, not a claim that every young reader must prefer fantasy or that the series suits every reading level. The chapter itself, rather than a broad genre label, can help families decide whether to continue.
Keep the long view
A child’s tastes can change with age, circumstances and confidence. The reader who currently wants only short humorous stories may later choose a long adventure; someone who loves fantasy may become fascinated by biography. The goal is not to engineer a perfect genre balance in a single month. It is to keep books available, encourage discussion and notice what brings the child back willingly. When reading offers interest, access and a sense of choice, genre becomes a helpful doorway rather than a boundary that limits what the reader is allowed to enjoy.
Review the shelf, not the child
If a child repeatedly rejects books, examine the available choices before judging their motivation. Does the shelf contain topics they care about? Are the books visually inviting and accessible? Can they borrow something without having to defend the decision? A selection dominated by an adult’s favourite genre may feel narrow even when it contains many titles. Visit a library or browse a free chapter sample together and offer genuine alternatives. Ask for a simple reaction to one opening page rather than demanding a long justification. That approach treats reading preference as information about the next possible choice, not as a personality flaw that adults must correct.
Talk about why a book was memorable
After a child finishes or samples a book, ask for one scene, fact or feeling that stayed with them. This works for an illustrated information book as well as a fantasy novel. The reply may reveal whether they enjoy humour, suspense, discovery or a particular writing style. Use that clue when offering the next selection. The aim is not to record a permanent preference profile; interests change. It is simply a more respectful basis for recommending books than assuming that a genre label tells the whole story.