Encouraging Children to Make Choices About Their Literacy Learning

Abstract

The professional literature, as well as practical experience, suggests that students need opportunities to gain a sense of self-determination. Both at-risk children and their nondisabled peers benefit from making choices during every school day, especially in the context of literacy learning. Educators can encourage the development of decision making by demonstrating how to select appropriate reading materials, by providing time for reading immersion, by reading aloud a wide variety of resources, and by fostering the use of tape-recorded books. Classroom teachers and special educators who support these and similar approaches are increasing students' chances of being successful with their literacy-learning choices. Although not a cure-all, exposure to daily decision making nurtures students' personal and academic growth and simultaneously enriches them in ways that will last a lifetime.

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