Getting kids to read what they don't want to read is really hard. It's like pulling teeth. There are always those who would rather take the "F" and make up points in other ways, or take their chances with study aids.
Something that I offered was a review packet of questions they could answer, which would have some questions that would definitely be on the test. Other questions would not be included on the study guide. I also offered 2-3 extra credit questions (worth a point each) to the test, and the questions came from that study guide as well.
I also would put students into groups and have them work together to answer a portion of a chapter. This might cover three chapters, split up among eight groups. It became relatively easy to know who was more likely not to do his/her homework, so I would group kids that worked, with other workers. I would give kids enough time that they could review the book before they answered the questions, so some would read in class.
Mentioned above is the socratic method. This is a great idea, and a favorite with several teachers in our department. In our district, the method separated students who had read and those who had not. Those who read sat in the inner circle, but were expected to discuss points and answer questions. Grades were given based on participation and correct answers. If students on the outside of the circle had only read a portion, they could still earn some points by participating with what they knew.
Sometimes I would give crossword puzzles as tests: with about thirty questions. I have a program that makes them after I enter the clues and the answers. Some can be guessed, but others simply require knowledge of the reading. For special needs students, I would offer to let them take a more traditional test.
It is also possible to give students vocabulary words that need to be defined in the context they are used in the story. Once they define the word, they they explain how it is used by the author. Then they write their own sentence. This requires some reading on the part of the student. The idea is that each student reads something from the book.
The other element is comprehension. For some kids, if they read the words, they say they've "read." However, processing is important. Close reading in groups can help students read important passages that you really want them to understand. Working together and answering specific questions can help students to be more successful with their comprehension.