The main purpose of this study is to examine what leads to some students reading while others won’t and how students self-concept is related to their literacy development. The students' perception and attitudes to the silent reading affect their reading situation, therefore we asked: “What do the non-readers need to get more involved?”. Data from student interviews about their silent reading were collected. The participants were 28 grade six students from a big town in Sweden. The results show that the uninvolved students find the reading difficult and boring. They describe a poor self-image when it comes to reading ability and lack motivation to read. They describe negative attitudes to reading and emphasize several different arguments as to why reading does not work for them, such as that the books are too difficult or easy, they do not understand the content of the books or are simply uninterested in reading. The uninvolved readers have a hard time defining their need to be activated in their reading, but something they clearly ask for are goals, evaluations, or bribes as motivation. They also highlight the importance of good books that capture their interest and freedom of choice to choose books themselves or with the support of a teacher. In the study, students have received support in their reading through a silent reading booklet based on reading strategies. The former non-readers emphasize that reading has become more fun and that the support tool has helped them become more activated. The majority of these pupils have read more when they use the booklet and describe a positive attitude towards it. Results show that the non-readers feel like their reading has become easier with the booklet, both in the form that they get a deeper understanding of the content of the books and also that they experience a calmer atmosphere in the class.