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Student Choice of Text in an Upper Secondary Independent Reading Program: A Quasi-Experimental Study.

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Title: Student Choice of Text in an Upper Secondary Independent Reading Program: A Quasi-Experimental Study.
Authors: DeLoach, Brian (AUTHOR), Rodriguez, Susan (AUTHOR), Chan, Roy Y. (AUTHOR)
Source: Reading Psychology. Jul2026, Vol. 47 Issue 5, p823-835. 13p.
Subjects: Reading comprehension, Secondary education, Reading, Reading level of students, Pre-tests & post-tests, Reading materials
Abstract: This study examined the effects of student choice-of-text and reading comprehension outcomes in a 12-week independent reading program in an upper-secondary classroom. Students aged 17–18 years (n = 52) were divided into two groups. One group received an assigned text at an age-appropriate Lexile level and genre; the other group was given free choice of text from an appropriate Lexile level from a classroom library. A pretest-posttest ANCOVA design was used with both groups receiving the Gates-MacGinitie Reading Test series before and after the intervention. Both groups achieved modest gains; however, the ANCOVA results revealed no statistically significant difference between the choice-of-text and no-choice-of-text groups (p = 0.262), challenging the reported efficacy of choice-of-text, especially for older students. Recommendations for further research include a call for a readjustment of previously reported effect sizes upon which to build future studies in adolescent literacy. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student Choice of Text in an Upper Secondary Independent Reading Program: A Quasi-Experimental Study.
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  Data: <searchLink fieldCode="AR" term="%22DeLoach%2C+Brian%22">DeLoach, Brian</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Susan%22">Rodriguez, Susan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chan%2C+Roy+Y%2E%22">Chan, Roy Y.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Jul2026, Vol. 47 Issue 5, p823-835. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+materials%22">Reading materials</searchLink>
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  Label: Abstract
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  Data: This study examined the effects of student choice-of-text and reading comprehension outcomes in a 12-week independent reading program in an upper-secondary classroom. Students aged 17–18 years (n = 52) were divided into two groups. One group received an assigned text at an age-appropriate Lexile level and genre; the other group was given free choice of text from an appropriate Lexile level from a classroom library. A pretest-posttest ANCOVA design was used with both groups receiving the Gates-MacGinitie Reading Test series before and after the intervention. Both groups achieved modest gains; however, the ANCOVA results revealed no statistically significant difference between the choice-of-text and no-choice-of-text groups (p = 0.262), challenging the reported efficacy of choice-of-text, especially for older students. Recommendations for further research include a call for a readjustment of previously reported effect sizes upon which to build future studies in adolescent literacy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194058603
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/02702711.2026.2614447
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 823
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Reading materials
        Type: general
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      – TitleFull: Student Choice of Text in an Upper Secondary Independent Reading Program: A Quasi-Experimental Study.
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              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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