This thread just keeps on going, and stays interesting with a lot of good points being made on all sides of the issue. I would like to comment on something that has not been addressed yet, at least not specifically as far as far as I can tell. This concerns the argument that “forcing” students to read [the original] Shakespeare, or any of the other works of classic literature mentioned, will turn some of them off reading entirely.

Might not selecting a simpler more accessible title in order to assure participation of those students who would be turned off say Shakespeare perhaps turn off students who would do just fine with it? Should the reading choice be selected in order to benefit the lowest common denominator? So let each student select the book he or she wishes to read? That might work if the only objective was to have the child read a book (any book), but what of any class discussion about the title? Also by the grade level at which Shakespeare would be appropriate, if the student can already read at that level he or she has problems beyond the choice of reading.