Paul L. Thomas: Free Reading Redux

Free Reading Redux.

“Teaching at the university level and working closely with English majors have presented me with another powerful phenomenon: College students who lament that their formal education keeps them from pleasure reading and who feel relief and excitement at the possibility of returning to reading by choice once they graduate.[…]If teaching children to read makes them non-readers, what’s is the point?”


One thought on “Paul L. Thomas: Free Reading Redux

  1. I have often lamented the Accelerated Reader program used to “encourage” reading in our schools. While it does sometimes serve to give students a greater selection of reading materials than they might have previously had in the classroom, their selections are then still limited to the books on the list. In my high school days, I found these lists lacking both in new novels and in classics, and the point values assigned, which were also the criteria for grades based on reading, to take into account so many variables that could make reading long classics “not worth the effort” (in particular, I was disappointed by the low point values assigned to John Steinbeck’s books – despite their simplicity, the tests focused a lot on the symbolism). But perhaps this can also be attributed to a hesitancy to read on the part of the teacher, or at least a hesitancy to read old-fashioned book reports by students.

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