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.
Gordon, C., & Lu, Y. (2008). The Effects of Free Choice on Students' Learning: A Study of Summer Reading. School Libraries Worldwide, 41(1).
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