About the Authors

Gay Ivey, a professor of literacy education at the University of North Carolina at Greensboro, and Peter Johnston, professor emeritus at the University at Albany, State University of New York, combine decades of research and practical wisdom in Teens Choosing to Read: Fostering Social, Emotional, and Intellectual Growth Through Books. Their work centres on the belief that giving adolescents autonomy over their reading materials can transform their engagement and development. This book is part of the respected Language and Literacy Series and draws on real classroom examples to illustrate the power of choice.

Key Themes and Insights

The authors identify three core areas of growth fostered by choice-driven reading: social, emotional, and intellectual. Socially, teens develop empathy and understanding as they encounter diverse perspectives through shared reading experiences. Emotionally, narratives provide a safe space to explore complex feelings and navigate identity. Intellectually, voluntary reading builds critical thinking, vocabulary, and background knowledge, fuelling deeper curiosity. Rather than focusing solely on skills, Ivey and Johnston emphasize the holistic benefits of reading for pleasure.

What Is Teens Choosing to Read?

Teens Choosing to Read is a compelling resource for educators, librarians, and parents who want to understand how voluntary reading can profoundly shape adolescents. Instead of prescribing texts, the authors advocate for a model that prioritizes student agency, curiosity, and connection. The book presents case studies and practical strategies for implementing choice reading programs, demonstrating that reading is not just a skill but a tool for personal growth.

How This Book Supports Reading Engagement

Ivey and Johnston offer actionable advice for fostering a reading culture in classrooms and at home. Key strategies include curating a diverse and appealing book collection that reflects students’ interests and identities, allocating regular uninterrupted time for reading, encouraging student-led discussions rather than teacher-directed questions, and valuing the reading process over rigid assessments. They also address common obstacles like limited budgets and standardized testing pressures, providing creative solutions that work within real constraints.

Who Should Read This Book?

This book is invaluable for middle and high school teachers, literacy coaches, curriculum specialists, school librarians, parents, and education students. Whether you are a veteran educator or new to the field, the insights here can transform how you think about reading and adolescent development. The principles of choice and engagement apply beyond teens, making this book useful for upper elementary and adult reading contexts as well.

Frequently Asked Questions

Is this book suitable for all grade levels?

While the focus is on teens, many strategies are adaptable to other ages. The core ideas of choice and engagement are universal.

Does the book include lesson plans?

The book emphasizes philosophy and practice rather than scripted lessons. It provides guiding principles and examples that teachers can adapt to their own contexts.

How is this book different from other literacy professional development books?

It prioritizes student agency and social-emotional learning, aligning with current research on motivation and well-being. It is grounded in real classrooms and written by two respected voices in the field.

Can parents use this book for their teens at home?

Absolutely. While written for educators, the insights about fostering reading choice and supportive conversations are valuable for any caregiver.