Why English teachers (including me) need to let go and let students choose - science tells us so

As educators, we are always striving to improve student learning outcomes; understanding brain-based learning strategies and how the brain learns best is essential. Choice reading, which allows high school English students to select their own reading materials, strongly improves these outcomes and the science tells us so! 
Research shows that the brain is wired to learn through connections and experiences. Students are more likely to retain information when it is presented in a way that engages them and makes them feel connected to the material. Also, the brain is more likely to remember information that is presented in a variety of ways, such as through visual aids, hands-on activities, and interactive experiences.  Choice reading aligns with these principles in several ways. 

Choice reading allows students to select reading materials that are personally relevant and engaging. 
When students are presented with material that is personally relevant and engaging, they are more likely to be motivated to learn, and therefore more likely to retain the information presented. Personal relevance is one of the most important factors in enhancing memory and recall. Studies found that when students are given the opportunity to choose their own reading materials, they are more likely to find the content personally relevant and engaging. This sense of autonomy and ownership over their learning can lead to greater intrinsic motivation, which is critical for brain-based learning. 

Choice reading allows for differentiation in the classroom. 
It is no secret that students come with diverse backgrounds, experiences, and abilities, and learning is most effective when it is tailored to individual needs. Differentiated instruction can improve student achievement, engagement, and motivation and choice reading is a form of differentiation that allows students to select reading materials that align with their individual interests and reading levels. Students are more likely to be engaged and motivated in their learning, which can lead to improved academic outcomes. Multiple studies have found that allowing students to choose their own reading materials led to increased motivation and engagement, particularly among struggling readers.

Choice reading can promote critical thinking skills. 
When students are allowed to choose their own reading materials, they are more likely to make connections between the text and their own experiences, which can lead to deeper thinking and analysis. This type of personal relevance enhances student learning and promotes critical thinking.


Choice reading can allow for creativity in student responses to the text, which can further promote critical thinking skills. For example, students may choose to create a video, write a song or poem, or design a graphic novel based on the text they have chosen. Allowing for creativity and choice in response to text has been shown to enhance critical thinking and problem-solving skills.

Despite the many benefits of choice reading, some may argue that it is not a practical approach to teaching high school English. Some worry that students will not choose books that align with the curriculum, or that students will not take the reading seriously if it is not assigned by the teacher. I disagree and these concerns can be addressed through careful planning and implementation of choice reading. Teachers may need to provide guidelines for book selection that align with the curriculum, or provide a list of recommended books that meet the learning objectives of the class. Additionally, teachers can hold students accountable for their reading by requiring written responses to the text, conducting book discussions, or incorporating the books into class activities and assessments.

As an English teacher it can be challenging to give up control and allow students to take the lead. Our passion for sharing great literature often leads us to feel that it is our responsibility to ensure that students experience the same works that drew us in. While there is certainly value in this approach, it is also important to give students a voice in their learning journey. By doing so, we can increase their engagement and motivation, ultimately leading to a deeper understanding and appreciation of literature.