How text selection affects text connections of middle school students

This study was conducted to find out if student selection of texts versus teacher selection ofleveled texts effects students' connections with the texts. The study was conducted with nine middle school students with learning disabilities at a small, one-school school district in Southern California. Students responded, in writing, to each ofthree conditions: 1) Leveled Texts/Teacher Selected, 2) Student Selected Texts, and 3) Leveled Texts/Student Selected. Scores were plotted on Hancock's Connections to Literature chart, and then given a percentile value for comparison purposes. It was found that students' connections were more balanced between efferent and aesthetic stances in the third condition, leveled texts that were student selected. Scores were also compared across all three conditions. KEYWORDS: leveled texts, self-selected, reading response, learning disabilities