| Sumario: | The purpose of this article is to provide information regarding why college students are not inclined to read, why college instructors are not motivated to reinforce student reading, and what type of actions can be taken by instructors to increase student reading compliance of journal articles. Low student self-confidence, disinterest in the research topic and subject matter, and underestimating the significance of completing the required reading are the main reasons students are resistant to comply with the assigned reading. Whereas, fear of poor student evaluations of instructors, the developmental level of students, the motivational levels of students and instructors, as well as the expectations and beliefs of instructors are the main reasons college instructors fail to repeatedly promote and assess student reading. Some suggestions are made to instructors in an effort to overcome both the obstacles presented by students and the challenges instructors face when dealing with reading compliance at the college level. These suggestions include administering pop or announced quizzes, increasing class work and homework assignments, promoting reading research journal articles, and incorporating participation points or extra credit points during class discussion times.
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