Mandatory Reading in Schools: Fostering Comprehension and Love for Reading

The question of mandatory reading in schools, whether for fiction or non-fiction, often raises a myriad of debates. Different educators might have different preferences based on the type of reading material and the age group involved.

Weaponized Lies by Daniel Levitin

For elementary school, fostering an excitement for reading is more critical than mandatory reading. Reading should be a fundamental skill. However, the idea of having everyone read the same book can enhance class discussions and simplify the teacher's task. This is not to say that picking the book is the only solution; students can also choose books of interest to them after consulting with a librarian. This approach helps them learn how to ask for help, understand what constitutes healthy assistance, and develop introspection, while also enjoying the freedom to select books they find engaging.

The True Believer: Thoughts on the Nature of Mass Movements by Eric Hoeffer

For middle to high school, it is essential to understand the nature and responses of the true believer. Despite our secular age, mass movements still shape and influence the world. The true believer is prevalent, capable of converting or antagonizing others. Understanding this can help individuals decide whether to align or oppose such movements. This knowledge is valuable, whether one is in school or not.

No Standard Required Reading List

Personally, I believe that the core requirement in reading is fundamental comprehension. As long as students are reading, the purpose is served. My experience, growing up without a reading mandate, underscores this. I found joy in reading and often read the same books multiple times. For example, The Outsiders became familiar to me in elementary school, and it was assigned in my high school class, but by then, I had read it approximately 50 times. This passion for reading led me to visit the library often, sometimes carrying up to 6 books at once.

I advocate for allowing students to pick their own books, with only a few suggested options. This way, they are encouraged to engage with the material they genuinely enjoy, which improves comprehension and retention. Examples of activities include building a diorama, creating a poster board, writing a book report, or writing a letter to a character. These activities not only enhance reading skills but also reinforce writing skills.

Guidelines for Reading Choices

It is crucial to set guidelines, ensuring that students are not assigned books that are too simple or irrelevant. For instance, a 3rd grader should not be assigned a picture book. Instead, a wide range of suitable books should be available, such as sports books, science fiction, or non-fiction about animals. Teachers should be informed about the titles and authors to ensure that the material is appropriate.

Ultimately, the goal is to create a love for reading that extends beyond the classroom. By fostering comprehension and passion for reading, we empower students to become lifelong learners, capable of engaging with and contributing to the world in meaningful ways.