Structured, Choice-Driven Independent Reading: Improving Engagement Among Reluctant Readers in Secondary English Classrooms

Abstract: Student disengagement from reading in secondary English language arts classrooms remains a persistent concern, particularly as adolescents report declining motivation and negative attitudes toward reading. This study is grounded in an interest in how instructional practices can better support reluctant readers within structured, school-based literacy environments.

This paper argues that structured, choice-driven independent reading increases student engagement, motivation, and reading persistence when supported by intentional teacher instruction and socially mediated learning conditions. Key recommendations include integrating protected reading time within curriculum frameworks, prioritizing student choice and access to diverse texts, implementing regular teacher-student conferences, and supporting educators through targeted professional development. The findings suggest that when autonomy is balanced with structure and social support, students demonstrate increased motivation, improved self-efficacy, and stronger reader identity development.

Keywords: student autonomy, reading engagement, self-efficacy, reader identity, independent reading