Choice Reading
Equity is a word that tends to have a lot of definitions, so for the purposes of this blog, I’m going to define it for you, according to Merriam Webster.
Equity: fairness or justice in the way people are treated.
What this means in my classroom: each student will get what they need to be successful if they want to be-that’s the key to education. We are holding all students to a standard, but my students with dyslexia may need things printed with a white text-on-black background. My English Language Learners may need access to a dual-language dictionary. In my class, that is equity-I see a need for support, I offer it. Simple as that. The supports I offer to one student, are offered to all of my students. The reality is, not all students need and/or want those extra supports.
What equity does not look like:
Lowering the standard
Special treatment (supports are available and offered to all of my students, they are requested by those who need it.)
Defining students within the classroom by things that are out of their control (poverty, ethnicity, resources, etc).
Why do we need to do something about literacy? The statistics are bleak.
Regardless of ethnicity, students are not graduating with adequate literacy levels. In a 2020 article, Forbes stated that a little over half of white students and only about 15-18 percent of students of color were proficient in reading by eighth grade (Wexler). The “why” behind these statistics is a subject of much debate, but what is clear is that all students can benefit from increased literacy.
English Language Arts: Literature for all
In English class, the classics were hailed as the end-all be-all for literature. If you didn’t read Shakespeare freshman year, get out. Get out right now. However, as the American school system continues to get more and more diverse, it is increasingly obvious that there are profound benefits to offering choice along with those classics. Although I do not think we should throw out all classics, I do believe that representative choice offers a chance for equitable reading and increases enjoyment profoundly. Representative choice means that you look at the cultures, personalities, and interests of the students in the classroom, and seek to fill a classroom library with options they might enjoy. Then, use those books to discuss theme, plot, and fulfill other state standards.
What are some data points about choice reading? I’m SO glad you asked.
The Benefits of Literacy and Choice Reading
Learning to read “strengthens the national and cultural identity of students by providing knowledge of their own literature and culture, as well as the literature and culture of other nations” (Janicijevic, 2018, p. 84).
Choice reading will “help students develop a love for reading while interacting with challenging and difficult texts” (Allred & Cena, 2020, p. 27).
Choice reading gives students options to read what they might enjoy.
Reading should serve as a mirror to their own experience or as a window into the experiences of others.
By offering books at various levels and themes, we can help students connect with reading in meaningful ways. As we work to increase literacy and provide supports and options, choice reading is one of the tools we should consider in the English Language Arts classroom.
Not sure where to start? I HIGHLY recommend 180 Days:Two Teachers and the Quest to Engage and Empower Adolescents by Kelly Gallagher and Penny Kittle. You can get it here.
References
Allred, J. B., & Cena, M. E. (2020). Reading motivation in high school: Instructional shifts in student choice and class time. Journal of Adolescent & Adult Literacy, 64(1), 27-35. https://doi.org/10.1002/jaal.1058
Janicijevic, V. (2018). reading: Between compulsory reading and free choice. Educația-Plus, 20(2), 83-103.
Wexler, N. (2020, June 6) How ‘reading instruction’ fails black and brown children. Forbes. https://www.forbes.com/sites/nataliewexler/2020/06/06/how-reading-instruction-fails-black-and-brown-children/?sh=755876bd4ebe