The Effects of Free Choice on Student Learning: A Study of Summer Reading

Abstract

This study examines the reading behaviors and attitudes of adolescents during the summer when they can exercise free choice. Does mandated reading during summer non-school months as it is currently practiced encourage students to read, or does it create barriers to reading? It takes place in a United States high school, grades 9-12. A stratified random sample of 288 students and 11 teachers ensured representation of students from each of three ability groupings. Data were collected through student surveys and teacher interviews. Findings show that students attributed varied types of cognitive, psychological, and social learning to their summer reading. Mixed responses from teachers point to the need for consensus about the purpose of a summer reading program.