Nonreading

Nonreading refers to the state or practice of not engaging in reading activities. In academic and policy discussions, it denotes individuals who do not read regular texts for various reasons, including limited literacy, reading disabilities, language barriers, sensory impairments, or lack of access to written materials. Nonreaders can be children who have not yet learned to read, adults with low literacy, or people who rely on non-textual information such as audio or visual media.

Causes and categories include illiteracy and functional illiteracy, where reading ability does not meet daily demands; reading disabilities such as dyslexia; language differences and limited exposure to a given language; visual or cognitive impairments; and socioeconomic or geographic barriers that restrict access to schooling or books. Cultural practices that emphasize oral storytelling or multimedia information can also reduce engagement with printed text. These factors often overlap, producing a spectrum from occasional to persistent nonreading.

Measurement varies by study and context, using surveys, literacy tests, or time-use data. Nonreading has implications for education, employment, and civic participation, motivating policies to improve literacy, provide accessible formats (audiobooks, large-print, screen-reader friendly texts), and promote universal design.

In some communities, nonreading coexists with strong verbal or visual literacies. The growth of audio and video content can shift how information is consumed, while still enabling inclusive access for those who cannot read traditional texts.