Teacher Perceptions of Free-Choice Reading in the Middle School English Language Arts Classroom
type: CreativeWork
description: This qualitative study explores middle school English Language Arts (ELA) teachers' perceptions of free-choice reading and how those perceptions influence instructional practices and student engagement. Grounded in socio-cultural theory and Glasser’s Choice Theory, the research examines how teachers’ personal reading experiences shape their beliefs about the role of independent reading in the classroom. Through semi-structured interviews with five middle school ELA teachers, the study investigates three central research questions: (1) How do teachers perceive the role and impact of free-choice reading? (2) In what ways do they incorporate it into their instructional practices? (3) How do their past experiences inform their implementation of free-choice reading? Findings revealed three key themes: (1) Teachers perceive free-choice reading as beneficial for student engagement but often face challenges such as time constraints and curriculum mandates; (2) Teachers employ diverse instructional strategies—including audiobooks, graphic novels, and student-led discussions—to promote reading autonomy and motivation; and (3) Personal experiences with reading, both positive and negative, significantly inform how teachers approach free-choice reading in their classrooms. The study underscores the importance of honoring student choice, creating structured routines for independent reading, and fostering a supportive environment to promote lifelong reading habits. Implications for practice include encouraging school districts to prioritize time for free-choice reading, offering professional development focused on reader identity and engagement, and reevaluating curriculum constraints that limit student autonomy. The study contributes to the growing body of research supporting independent reading in middle school settings and highlights the need for future research into how teacher beliefs influence literacy instruction.
abstract: This qualitative study explores middle school English Language Arts (ELA) teachers' perceptions of free-choice reading and how those perceptions influence instructional practices and student engagement. Grounded in socio-cultural theory and Glasser’s Choice Theory, the research examines how teachers’ personal reading experiences shape their beliefs about the role of independent reading in the classroom. Through semi-structured interviews with five middle school ELA teachers, the study investigates three central research questions: (1) How do teachers perceive the role and impact of free-choice reading? (2) In what ways do they incorporate it into their instructional practices? (3) How do their past experiences inform their implementation of free-choice reading? Findings revealed three key themes: (1) Teachers perceive free-choice reading as beneficial for student engagement but often face challenges such as time constraints and curriculum mandates; (2) Teachers employ diverse instructional strategies—including audiobooks, graphic novels, and student-led discussions—to promote reading autonomy and motivation; and (3) Personal experiences with reading, both positive and negative, significantly inform how teachers approach free-choice reading in their classrooms. The study underscores the importance of honoring student choice, creating structured routines for independent reading, and fostering a supportive environment to promote lifelong reading habits. Implications for practice include encouraging school districts to prioritize time for free-choice reading, offering professional development focused on reader identity and engagement, and reevaluating curriculum constraints that limit student autonomy. The study contributes to the growing body of research supporting independent reading in middle school settings and highlights the need for future research into how teacher beliefs influence literacy instruction.
author: Bessette, Shelby
language: en
keywords: Middle school education, Curriculum development, Teacher education, English Language Arts Instruction, Free-Choice Reading, Independent Reading, Middle School Literacy, Reading Engagement, Teacher Perceptions
date published: 2025-01-01
date modified: 2026-07-24T02:47:03Z
provider: University of Kansas
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Kansas

PropertyValue
property ID: Handle
value: https://hdl.handle.net/1808/38166