I would like to share with you an article written by a group of eight high school teachers who, after reading Penny Kittlle’s book, Book Love, decided to allow their students more choice in the books they read and more time to read those books during school hours. The teachers found the experience to be transformational for both the students and themselves. In the article, they list their top five reasons why they love giving their students choice in reading.
Choice Empowers Students
The authors noticed when their students were able to exercise some degree of choice, the students felt empowered and important. Because they were free to use their own judgment, they were more likely to successfully complete reading assignments and develop a life-long love of reading. Leading literacy researcher, Richard Allington agrees. In his influential article, Every Child, Every Day, he has written that every child should be able to read something he or she chooses every day. This assertion is backed by a strong research base that names student choice one of the two most powerful instructional methodologies that improves both reading motivation and comprehension. I think that an additional reason students feel empowered is because allowing students choice levels the power difference between adult/child and teacher/student and sends the message that we respect and trust their judgment.
Valuing Student Choices Values the Student
Similar to my experience, the authors have found that by allowing students choice in reading, they learn quite a lot about about their students. “We learn about their dreams for the future, interests we have in common, and why they act they way they do in class.” Learning about our students is the first step in effectively differentiating instruction. I can’t think of a better and more enjoyable way to connect with students, understand them and engage them in learning.
Choice Leads to Real and Meaningful Conversations
Readers are excited to discuss books that they enjoy reading, and thus, the ensuing discussions are passionate and relevant. The authors note young adults are likely to read literature that addresses issues that they face in their daily lives. I think we could say the same for younger children as well. Reading and discussing relevant, poignant literature selections has the power to reach even the most disengaged and discouraged students. What a great opportunity for young readers to recognize that they are not alone, that other people have had similar life experiences or have faced similar challenges. Readers are made aware of how other people or characters solve problems and manage difficult feelings, and, at the same time, develop empathy and compassion.
Choice Helps Establish and Deepen Relationships
The authors have noted that spirited book discussions help people to interact and communicate with each other. Even the shyest of readers who relate with a literature selection are more likely to speak up and make connections with other readers. Their excitement is contagious, and their book recommendations, rather than book recommendations by adults, are often more readily accepted.
Choice Leads to Independence
The overarching goal of reading instruction is to develop independent, life-long readers. The authors have observed that students in their classes do not “fake read.” They are actually reading in their classes and are independently reading a variety of titles in other classes as well.
According to Richard Allington, when we give children and young adults choice, it is more likely that they will choose books that they can read successfully. Initially, they may need some guidance and limited choices. But, they quickly learn how to choose suitable texts. Additionally, readers who are given some choice in reading material are far more likely to read outside of school. This is essential, especially for struggling readers, since they need to make accelerated gains to catch up to their peers. Reading in school alone does not provide enough reading time for students to make these gains.
Allington, R. L. & Gabriel, R. L. (2012). Every child, every day. Retrieved from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx
Kittle, P. (2019). Book love. Portsmouth, NH: Heinemann.
Skeeters, K., Campbell, B., Dubitsky, A., Faron, E., Gieselmann, K., George, D., et al. (2016, February). The top five reasons we love giving students choice in reading. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/ELQ/0383-feb2016/ELQ0383Top.pdf