How to Support Students in Selecting Graded Readers

Abstract

Learner autonomy, and giving students the ability to select their own learning materials as a way to encourage them to take charge of their own learning, is now a major focus in education (Ellis & Sinclair, 1989). However, students may not always feel confident making selections that were once made by their classroom teachers. The authors analyzed data from student surveys to determine possible factors that contribute to and influence students’ graded reader selections. Results indicate that although some learners are able to make selections that meet their expectations, there are almost as many who are struggling to do so. In this report, the authors’ aim is to offer suggestions as to how learners can be assisted to improve success in graded reader selection.