Singapore has launched a new initiative that offers citizens small financial incentives for reading, aiming to address declining literacy rates and encourage more consistent reading habits. The program, which began this month, rewards participants with one Singapore dollar (approximately £0.59) after completing 50 reading sessions of at least 15 minutes each. Only one session can be logged per day, limiting the total earnings but introducing a structured routine intended to foster long-term engagement with reading.
Although the monetary compensation is modest, behavioural scientists and psychologists suggest that the scheme’s design could still have meaningful effects by combining extrinsic rewards with behavioural triggers. Jonathan Haidt, a psychologist known for his work on social media’s impact on youth, notes that financial incentives can motivate many young people and help establish positive habits. He cautions, however, that while the reward might initially encourage reading, some participants could associate the activity only with the monetary gain, potentially leading to a decline in reading once payments stop.
Echoing this view, Lory Barile, an economics professor at the University of Warwick, emphasizes the importance of habituation. She points to empirical evidence that repeated behaviour can become automatic over time, suggesting the program’s success will depend on whether reading continues after incentives end. Both experts highlight the challenge of shifting reading from an extrinsic to an intrinsic motivation.
Ivo Vlaev, a behavioural psychology professor at the National University of Singapore, argues that the payments function more as behavioural nudges than traditional economic compensation. He explains that the scheme’s immediate feedback—tracking reading progress and maintaining streaks—may provide a psychological reward that helps participants maintain engagement. Once a reading habit takes hold, intrinsic benefits could sustain it without further financial incentives.
The program also incorporates elements of gamification, such as daily manageable goals and progress tracking, intended to replicate the instant gratification typically derived from activities like phone use. Patrick Taylor, director of education at the Behavioural Insights Team in the UK, views this aspect as a key strength, particularly in encouraging lapsed readers to rebuild their habits.
Katy Milkman, professor at the Wharton School, adds that financial incentives might be most effective for those already somewhat inclined to read but who struggle to initiate the activity. She suggests that small, immediate rewards can bridge the gap between intention and action.
Similar strategies have been implemented in other countries, often using symbolic incentives like certificates and badges rather than cash. In the UK, for example, reading challenges offer recognition and a sense of achievement to children to promote literacy. Barile suggests that future trials might compare financial rewards with symbolic ones and combine these with gamification and goal-setting techniques to determine the most effective approach.
Experts agree that such initiatives should be carefully tested to evaluate their long-term impact. Haidt proposes randomized studies that vary the type of reward—from cash payments and free books to non-monetary competitions—to better understand what motivates sustained reading behaviour.
The underlying question remains whether governments should financially incentivize reading, traditionally viewed as a leisure activity. Milkman points out that education in other areas is often subsidized or required by policy, arguing there is precedent for similar support to encourage literacy and learning through reading.