LaBrant, L. (1937, February 17). The content of a free reading program. Educational Research Bulletin, 16(2), 29–34.
Based on her implementation of a free reading program at the Ohio State University School, LaBrant documents the success of the program against common complaints about free reading.
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Within the last few years heated discussion has centered around the question of free reading for high-school students in English classes. Critics have insisted that interest as a basis for book selection merely tends to establish poor taste; they have stressed the importance of organization in reading as in any program; they have assumed that free reading, with its emphasis upon pupil-direction, lacks content. Indeed, the arguments in slightly more abstract form are those frequently advanced against any program in whose construction pupils participate, and have been offered as criticism of the whole progressive-school movement. Perhaps the basic misunderstanding comes from careless use of the term “interest.” An interest is not an entity, unchangeable, fixed. It is merely a way of behaving at a given time, and may be modi-fied, directed, developed, or discouraged. The important matter for the educator is to realize that interest means a strong tendency to behave in a certain way, and to understand that that tendency has driving power which is better used than thwarted. (p. 29)
At the Ohio State University School reading, or the study A of literature, develops as an inherent factor in the entire school program….Classes consider the whole field of reading, and work out group study and discussion around common problems of development. There is no assignment of books or pieces for uniform study except in rare cases where an entire class feels the need for introduction to an unfamiliar form or type. There is constant demand that the individual pupil contribute from his experience, and in consequence em-phasis is placed on understanding and careful interpretation. In addition to this emphasis on careful reading, from time to time classes make inventory of group development, setting up common criteria for judging. (pp. 30-31)
Recently an attempt was made to evaluate the free reading of one class (graduated June, 1935) in the light of a three-year record. Fifty-nine pupils, 26 boys and 33 girls, with an aver-age yearly enrollment of 57, made up the group. The study concerns the content, the organization, and the resulting drives in the free reading of this one class in the Ohio State University School….With neither teacher was there ever a uniform reading assignment for an entire class, however; and diversified reading was always a part of the pupil’s program regardless of the particular class unit of a given period. (p. 31)
The joint processes of analysis and synthesis are seen in the work of the twelfth year, when pupils insisted on seeing their intensive, individual units within a chronological setting which all assisted in formulating. That such a succession of meaningful experiences could be thought of as lacking in “content” is absurd. There was, it is true, no teaching of techniques as an end, no unit on the sonnet, no history of English or American literature. Voluntarily, the class spent three weeks in the twelfth year on reproducing Elizabethan dramatic scenes, singing Elizabethan music, and reading excerpts from a variety of Elizabethan lyric and dramatic writers for class enjoyment as an element in making the chronological approach more vivid. In brief, while there was organization, it was not the organization of the conventional program, and was not set up in advance of pupil understanding and need. (p. 32)
Sex differences are evident, although reasons are not suggested. The girls read twice as much as the boys, with especial interest in drama and poetry. Neither boys nor girls, however, showed the strong interest in romantic fiction, hero stories, and adventure so commonly attributed to adolescents.
The theory that in a free or extensive reading program designed to utilize interest and to serve individual needs there will be fruitless reading of light fiction gains no evidence from this study. The report does, however, point to the possibility that the adolescent has much greater power to read and to think intelligently about reading than the results of our conventional program have led us to believe. (p. 34)