The author talks about three different kinds of
readers in your classroom (the underground readers, the developing readers, and
the dormant readers).With which group
of students do you most identify with and why?
There are two different ways to answer this question. The first is how I view myself and the second is how I view my students. I think I personally am an underground reader. I enjoy reading and get annoyed when interrupted by life demands. It is so easy to get lost in the plot and characters in a leisure book, I just don’t want to stop reading to do necessary tasks for home or school. Unfortunately, I see most students I work with as developing readers. By the time I get to work with them, reading has been a struggle for many years and they are completely turned off to the notion of reading a book just for ‘fun.’ For years I spent the first ten minutes of every class period reading with individual students; we read aloud alternating paragraphs. The next day I read with a different student while the others read silently. By the time I got back around to the first student, my asking them about the book and what happened while I was reading with others was a wonderful comprehension check. Then…I started reading about teaching specific reading methods and programs and switched to them. I no longer did the individual reading. After reading just the first two chapters of this book, I am questioning my decision to drop the individual reading.
I think there may be a way to mix the two. In Ch. 2, Donalyn mentions that she taught reading strategies but then allowed the students to practice those strategies in their own reading. You could start the time off with 10 min of free choice reading, do a mini lesson, and then end the time with free choice reading. I did get to thinking about how to have activities around the free choice of reading and thought of general activities such as reading journal with a list of nonspecific questions to start a type of discussion between the student and the teacher. (I saw this on the movie Freedom Writers). I also thought about maybe having a powerpoint presentation about the book, doing a newspaper book review, picking a character and having the student create questions as a reporter and then possibly pretending to be the character and answering the questions.
I think reading is tough because so often kids don't like to read and it is a struggle as a teacher to motivate reading to our students. I also think that yes being able to choose a book that is interesting to the student is awesome because this does motivate students to read. I think the key is motivation and finding what works for each student.
I completely agree with you...I have always seen my students as developing readers because they were so far behind by the time they got to me. Reading was hard for them and it definitely wasn't something that they wanted to do. I think allowing the students to choose a book that is interesting to them would help them engage more in what they were reading.
I relate more to the underground reader. I was one that was always reading. The quote at the beginning of the chapter by W. Somerset Maugham spoke to me. I see reading as a way to get away from my troubles. It's a way to go into another world. I didn't always like what we had to do in reading, especially those whole class books. Not all of them were good. I remember not liking to read The Secret Garden as I didn't have an interest in it and I was being made to read it. I do remember in high school that one of my English/Reading classes, the class was able to bring a book to class of their choosing and had time to read it. That I truely liked. Back as a student and even now, if I'm going somewhere where there will be a long wait, I bring a book. It is a good way to pass the time.
I like that you talked about going into another world because this is truley what reading is about reading and feeling the emotions of the book. I think in High school this is why I didn't enjoy reading because we always read books that were from times. I could not relate to them and I did not know the purpose of reading books that were not in relation to today. Even though I would problably find it interesting now but in high school the desire and motivation was low.
When I can get a student interested in a good book andthen they watch the movie later I hear them say, 'the book was better,' which is how I always feel. Books have so much more to them than watching a movie. I just have to hook them on one really good book, but sometimes that takes a long, long time.
I totally agree with you Heather!! If there is a wait time, I have my book!! My sister would always make fun of me when I was reading because I would be smiling or laughing at something that had happened in the book!
I would consider myself an underground reader. Reading is done on my terms and with the books I enjoy. The past year I have started trying to read more books that are out of my comfort zone, because I ask students to do so. My bookclub, through our local library has helped with this as the group will decide on a book. Have enjoyed some books, but not all. My friends and family know me as a reader, and we share book titles, which also makes me read out of my comfort zone.
I have also read books that are not my usual taste in books. My 8th grade reading class wanted to read the Hunger Games so we read that book together during the 1st semester and I was hooked and had to finish the series on my own. I would have loved to read the entire series with my class but it took over 9 weeks to read the first book so I knew we would have enough time to read all three this school year. I did the same thing with the Harry Potter series. After I read the series my daughter got interested and read the entire series her 8th grade year! We had many discussions that year on those books. We had something in common regarding books and that never happens!
Reading out of my comfort zone is a little hard for me to do; however, I have done it on the recommendation of some of my older students. I also was hooked on the Hunger Games trilogy because my students wanted to read it. I did the same thing with the Percy Jackson series...I was as intrigued as they were. It was an awesome thing to connect with kids through books. They were excited to read the books and very excited to see and hear what happened next.
Sharing what students are reading also caused me to read the Hunger Games and the ENTIRE Twilight series. It gives us common ground and I think it makes students know we value them.
Jerrie, When I was a gifted teacher, I read much more, because I, too wanted to read what the kids read. I certainly couldn't keep up with all the kids! Then, I could also recommend books to students, especially if they were in another school, were about the same age, and had similar interests. Evaluating the books and topics can really lead to some good discussions!
I need to do what you are trying to do: read out of my comfort zone. I find certain types of books or certain authors and I read everying they write! Then I will go back and re-read the books if I really like the author.
I also need to read more of the books my students are reading. It is just hard to change at my age!!!
I identify most with the developing readers because those are the type of readers I work with. Actually, I read this chapter after school last night, so guess what I did first thing today. I attempted to take an interest inventory of each student as he/she came in my room today. Only one student has clearly defined interests. For the others, we thumbed through picture dictionaries. At first, they were just pointing and naming pictures. By the time I got my second group, I knew to ask them not to just point and find pictures they knew, but to find things they want to know more about. I am shocked that one of my students is really interested in science stuff...I would've never known that about her! Now I have all these sticky notes about interests of my students. Now, to find the time to make little book baskets for each of them...that is my goal. I do want to implement some motivation in these kids. Don't know exactly how to find time to make book boxes and find time to use them and keep them up...but I have taken the first step and the kids were excited that I took an interest in their individual interests.
That is great!! I too, was very excited reading this chapter. I don't know why I haven't realized before that the way reading is taught may be why students contine to just "get through" when it comes to reading.
I like how you found out the students' interests. I wouldn't have thought about using a picture dictionary. I thought just talking with them to try to find their interests. Time is always the issue...
I identify with the underground reader when I think about myself. However, when I think about my students I see more of the developing readers. It's sad because some of the younger kids I see start out loving to read even though it may be hard for them. Then as the demands increase on how many AR points they need in a 9 weeks and what their percentage on AR should be the excitement they once had seems to diminish. I completely agree with the author that many kids don't read for the adventure like I know I did as a kid. When I talk to my students about reading a good book and putting yourself in the story they look at me like I'm from a different planet.
I can definitely understand those developing readers losing interst due to the demands of AR. I think there really shouldn't be a points demand, but instead seeing if the student is reading and how s/he is doing on the comprehension part. However, the little bit that I've done with AR, the questions are only at the knowledge level and don't really challenge the students. Maybe with your students, you can discuss with the teacher to make accommodations on the points by the amount needed to earn, or just having the private looking at the percentage on the tests. The student just needs to be reading books and taking tests when familiar with the book and confident about the knowledge in the book. I know some schools use rewards for earning a certain amount of points on AR. THat can help with motivation. Maybe you, or your school, can implement that type of system for AR. This way the students are still reading at their level and interests but without the pressure of needing a certain number of points for a grade. Instead the points equal a prize (which can also be modified for your students).
Heather, I have struggled with the AR system as well. I've seen teachers expect so many points a week or nine weeks, and have a party for those that make it. This type of motivation works for some, but certainly not all. I think I am going to like what this author does with books in her classroom. She metioned having each student read 40 books from different genres. I am anxious to read the stories about the students' perspectives of this, and the outcomes.
AR---argh!!! I wish schools would get rid of it. In my experience pressuring kids to get points for reading only "allowed" books teaches kids to hate reading because it takes all of the joy out of it. The junior high where I used to teach reading required AR and kids hated it. My son loved to read prior to JH but left 8th grade and never picked up another book to read just for the fun of it, because he no longer viewed reading as a pleasant past time-just drudgery.
I really liked this chapter. I liked the different labels for the various types of readers. I plan on start using those terms rather than the other ones. I am definitely an underground reader. I will read what is required of me for a class but I also read what I want to, my fun books. In high school I did not always like what my English class was reading but I read it anyway and then on the sly also read what I wanted. My favorite underground book in high school was "Wuthering Heights". I actually have several sped kids who do the same thing. I see all of these different types of readers in my sped kids. Being an underground reader helps me to release some stress by being able to escape into what I like to read, helps me to decompress at the end of the day. It also helps me to turn off work and college, mentally its a life saver at times!
I enjoyed this chapter as well. I will definitely start using the term "developing reader" as it has such a positive connotation. Far more positive than striving, struggling, reluctant, poor, or remedial. Developing implies that improving as a reader is an ongoing process that is attainable.
I now reimplemented individual reading time w/kids after getting away from it for a couple years. It is just 10 minutes per kid with a para during my reading rotation time
I identify with the dormant reader. I have the reader inside I just choose not to read unless instructed to for a class. I think some of the reason that I did not like to read in school was because 1. I have to have a quite distraction free place to read if there is any noise or distraction my brain wonders to that noise or distraction. 2. I often have to read outloud in order for my brain to get the full comprehension and 3. I never had the experience of reading for enterntainment the books were usually choose and not books of interest to me and to which I had no connection to. I feel that reading was never taught to as being enjoyable. I read when I have assigned assignments and complete the work. I have the potential to be a good reader and as I have grown older find myself reading more because I am interested in the informational text.
I also look at this question in two different ways: how I see myself and how I see my students. When I think about myself, I see myself as an underground reader. In school, I always read what I needed to read and got all of the work done that was assigned. I can remember only connecting with one book, "Bridge to Terabithia," during my school reading. There was something about that book that really got to me. As an adult, I like to choose what I read and I read when I want to read. I don't think that I would enjoy it much if someone chose my enjoyment books for me. My students, however, are definitely developing readers. I think that all of the students I have ever taught have been developing readers. By the time my older students got to me they were multiple years behind in reading and were trying desperately to catch up to their peers. Some of the kids who worked super hard and immersed themselved in reading eventually achieved grade level reading...others stayed below their peers. My younger students are just learning the pre-reading concepts and I hope that as they get older and acquire more skills will develop a love for reading. I guess we'll have to wait and see!
I see myself as an underground reader. I choose the books I want to read. I could be a dormant reader at times, because reading is not always my first choice when I have free time. I can identify with all three types of readers. As a former interrelated teacher, I worked with developing readers. As a gifted teacher, most of my students were underground readers. My son went from an underground reader to a dormant reader in junior high. My daughters are underground readers. I think underground and dormant readers can go back and forth, or somewhere in between, depending on where you are in life, and priorities!
I agree with you that readers can go back and forth between underground and dormant readers. Two of my daughters are underground readers and the other one is a dormant reader.
Due to working with gifted, I see my students as underground readers and read with fury to try to somehow catch up with them or be astute enough to assist them in their selections. ;) Somehow, I was not exposed as much to the classics as I would expect them to choose. I have enjoyed the time spent reading, so perhaps I am an underground reader as well. The idea that "readers" are only the ones who partake of literature is a popular and pervasive notion, while there is plenty of worthwhile material available from non-fiction as well. (However, it does not always "sweep one away" as we sometimes think of fiction doing.) The author has done an effective job at persuading me to think of falling in love with reading again, as opposed to the 'dun' of assessments.
I would classify myself as an underground reader. I like to pick the type of books I am interested in, like most people. I work with students that are developing readers. I enjoyed this chapter and would like to incorporate ideas from it into my lessons
I see myself as the dormant reader growing up I did what I had to, to get by and then would drop it and be done. As an adult I occasionally pick up a book and read for pleasure but most of the time I find I am reading because I have something that needs to be read for work or other reasons none of my own wanting. My Kindergarten students on the other hand are the developing readers! They come into their first year of school so eager to please and learn, but yet some struggle from the work GO with even knowing their letters and sounds so therefore when we start introducing sight words and flip books to read they already struggle. It isn’t that they don’t want to learn to read because reading at this age is EXCITING it is just difficult so we as the teachers even at this age can make or break a beginning reader!
I agree the family can make or break the developing readers. I think students can be excited about what they are reading no matter what level they are reading at.
I see myself as an underground reader. I like to sneak in a few minutes reading every chance I can get! I tend to read for enjoyment; I believe this is a stress reliever for me.
My students tend to be developing readers. They have had so much difficulty with reading throughout school that they have given up on it. We used to have Silent Sustained Reading two days a week! It was the highlight of my day!! However, the kids would say that they hated it! Since I love to read, it was really hard for me to understand where they are coming from.
I am the same way Judy, I enjoy reading and it tool my along time to understand why the students didn't enjoy the SSR time. At an inservice the instructor said my son came home and told her he accidentally got interested in the book because he had been pretending to read. How man of our students pretend to read?
I love to read and much prefer to select my own reading material; I guess that makes me an underground reader. Particularly because I always have this huge stack of professional reading that I need to get through but never seem to find enough time for. Therefore, I always feel guilty when I read something solely for the purpose of enjoying a good book.
I think of the children in my life as students, nieces, and my own children. My son is the underground reader which is a lot like me. We like to read and not be interrupted. We generally have a book wherever we are. My niece was a dormat reader. She hated to read until she found the book that sparked an interest in reading. She had gone to Wichita and came home and told me can you believe I spent my money on books. I have students that are developing readers. They struggle reading anything because they are missing parts of the components to read.
There are two different ways to answer this question. The first is how I view myself and the second is how I view my students. I think I personally am an underground reader. I enjoy reading and get annoyed when interrupted by life demands. It is so easy to get lost in the plot and characters in a leisure book, I just don’t want to stop reading to do necessary tasks for home or school.
ReplyDeleteUnfortunately, I see most students I work with as developing readers. By the time I get to work with them, reading has been a struggle for many years and they are completely turned off to the notion of reading a book just for ‘fun.’ For years I spent the first ten minutes of every class period reading with individual students; we read aloud alternating paragraphs. The next day I read with a different student while the others read silently. By the time I got back around to the first student, my asking them about the book and what happened while I was reading with others was a wonderful comprehension check.
Then…I started reading about teaching specific reading methods and programs and switched to them. I no longer did the individual reading. After reading just the first two chapters of this book, I am questioning my decision to drop the individual reading.
I think there may be a way to mix the two. In Ch. 2, Donalyn mentions that she taught reading strategies but then allowed the students to practice those strategies in their own reading. You could start the time off with 10 min of free choice reading, do a mini lesson, and then end the time with free choice reading. I did get to thinking about how to have activities around the free choice of reading and thought of general activities such as reading journal with a list of nonspecific questions to start a type of discussion between the student and the teacher. (I saw this on the movie Freedom Writers). I also thought about maybe having a powerpoint presentation about the book, doing a newspaper book review, picking a character and having the student create questions as a reporter and then possibly pretending to be the character and answering the questions.
DeleteI think reading is tough because so often kids don't like to read and it is a struggle as a teacher to motivate reading to our students. I also think that yes being able to choose a book that is interesting to the student is awesome because this does motivate students to read. I think the key is motivation and finding what works for each student.
DeleteI completely agree with you...I have always seen my students as developing readers because they were so far behind by the time they got to me. Reading was hard for them and it definitely wasn't something that they wanted to do. I think allowing the students to choose a book that is interesting to them would help them engage more in what they were reading.
DeleteI relate more to the underground reader. I was one that was always reading. The quote at the beginning of the chapter by W. Somerset Maugham spoke to me. I see reading as a way to get away from my troubles. It's a way to go into another world. I didn't always like what we had to do in reading, especially those whole class books. Not all of them were good. I remember not liking to read The Secret Garden as I didn't have an interest in it and I was being made to read it. I do remember in high school that one of my English/Reading classes, the class was able to bring a book to class of their choosing and had time to read it. That I truely liked. Back as a student and even now, if I'm going somewhere where there will be a long wait, I bring a book. It is a good way to pass the time.
ReplyDeleteI like that you talked about going into another world because this is truley what reading is about reading and feeling the emotions of the book. I think in High school this is why I didn't enjoy reading because we always read books that were from times. I could not relate to them and I did not know the purpose of reading books that were not in relation to today. Even though I would problably find it interesting now but in high school the desire and motivation was low.
DeleteWhen I can get a student interested in a good book andthen they watch the movie later I hear them say, 'the book was better,' which is how I always feel. Books have so much more to them than watching a movie. I just have to hook them on one really good book, but sometimes that takes a long, long time.
DeleteI totally agree with you Heather!! If there is a wait time, I have my book!! My sister would always make fun of me when I was reading because I would be smiling or laughing at something that had happened in the book!
DeleteI would consider myself an underground reader. Reading is done on my terms and with the books I enjoy. The past year I have started trying to read more books that are out of my comfort zone, because I ask students to do so. My bookclub, through our local library has helped with this as the group will decide on a book. Have enjoyed some books, but not all. My friends and family know me as a reader, and we share book titles, which also makes me read out of my comfort zone.
ReplyDeleteI have also read books that are not my usual taste in books. My 8th grade reading class wanted to read the Hunger Games so we read that book together during the 1st semester and I was hooked and had to finish the series on my own. I would have loved to read the entire series with my class but it took over 9 weeks to read the first book so I knew we would have enough time to read all three this school year. I did the same thing with the Harry Potter series. After I read the series my daughter got interested and read the entire series her 8th grade year! We had many discussions that year on those books. We had something in common regarding books and that never happens!
DeleteReading out of my comfort zone is a little hard for me to do; however, I have done it on the recommendation of some of my older students. I also was hooked on the Hunger Games trilogy because my students wanted to read it. I did the same thing with the Percy Jackson series...I was as intrigued as they were. It was an awesome thing to connect with kids through books. They were excited to read the books and very excited to see and hear what happened next.
DeleteSharing what students are reading also caused me to read the Hunger Games and the ENTIRE Twilight series. It gives us common ground and I think it makes students know we value them.
DeleteJerrie,
DeleteWhen I was a gifted teacher, I read much more, because I, too wanted to read what the kids read. I certainly couldn't keep up with all the kids! Then, I could also recommend books to students, especially if they were in another school, were about the same age, and had similar interests. Evaluating the books and topics can really lead to some good discussions!
Kim,
DeleteI need to do what you are trying to do: read out of my comfort zone. I find certain types of books or certain authors and I read everying they write! Then I will go back and re-read the books if I really like the author.
I also need to read more of the books my students are reading. It is just hard to change at my age!!!
I identify most with the developing readers because those are the type of readers I work with. Actually, I read this chapter after school last night, so guess what I did first thing today. I attempted to take an interest inventory of each student as he/she came in my room today. Only one student has clearly defined interests. For the others, we thumbed through picture dictionaries. At first, they were just pointing and naming pictures. By the time I got my second group, I knew to ask them not to just point and find pictures they knew, but to find things they want to know more about. I am shocked that one of my students is really interested in science stuff...I would've never known that about her! Now I have all these sticky notes about interests of my students. Now, to find the time to make little book baskets for each of them...that is my goal. I do want to implement some motivation in these kids. Don't know exactly how to find time to make book boxes and find time to use them and keep them up...but I have taken the first step and the kids were excited that I took an interest in their individual interests.
ReplyDeleteThat is great!! I too, was very excited reading this chapter. I don't know why I haven't realized before that the way reading is taught may be why students contine to just "get through" when it comes to reading.
DeleteI like how you found out the students' interests. I wouldn't have thought about using a picture dictionary. I thought just talking with them to try to find their interests. Time is always the issue...
DeleteI identify with the underground reader when I think about myself. However, when I think about my students I see more of the developing readers. It's sad because some of the younger kids I see start out loving to read even though it may be hard for them. Then as the demands increase on how many AR points they need in a 9 weeks and what their percentage on AR should be the excitement they once had seems to diminish. I completely agree with the author that many kids don't read for the adventure like I know I did as a kid. When I talk to my students about reading a good book and putting yourself in the story they look at me like I'm from a different planet.
ReplyDeleteI can definitely understand those developing readers losing interst due to the demands of AR. I think there really shouldn't be a points demand, but instead seeing if the student is reading and how s/he is doing on the comprehension part. However, the little bit that I've done with AR, the questions are only at the knowledge level and don't really challenge the students. Maybe with your students, you can discuss with the teacher to make accommodations on the points by the amount needed to earn, or just having the private looking at the percentage on the tests. The student just needs to be reading books and taking tests when familiar with the book and confident about the knowledge in the book. I know some schools use rewards for earning a certain amount of points on AR. THat can help with motivation. Maybe you, or your school, can implement that type of system for AR. This way the students are still reading at their level and interests but without the pressure of needing a certain number of points for a grade. Instead the points equal a prize (which can also be modified for your students).
DeleteHeather,
DeleteI have struggled with the AR system as well. I've seen teachers expect so many points a week or nine weeks, and have a party for those that make it. This type of motivation works for some, but certainly not all. I think I am going to like what this author does with books in her classroom. She metioned having each student read 40 books from different genres. I am anxious to read the stories about the students' perspectives of this, and the outcomes.
AR---argh!!! I wish schools would get rid of it. In my experience pressuring kids to get points for reading only "allowed" books teaches kids to hate reading because it takes all of the joy out of it. The junior high where I used to teach reading required AR and kids hated it. My son loved to read prior to JH but left 8th grade and never picked up another book to read just for the fun of it, because he no longer viewed reading as a pleasant past time-just drudgery.
DeleteI really liked this chapter. I liked the different labels for the various types of readers. I plan on start using those terms rather than the other ones. I am definitely an underground reader. I will read what is required of me for a class but I also read what I want to, my fun books. In high school I did not always like what my English class was reading but I read it anyway and then on the sly also read what I wanted. My favorite underground book in high school was "Wuthering Heights". I actually have several sped kids who do the same thing. I see all of these different types of readers in my sped kids. Being an underground reader helps me to release some stress by being able to escape into what I like to read, helps me to decompress at the end of the day. It also helps me to turn off work and college, mentally its a life saver at times!
ReplyDeleteReading also helps me decompress and relax as I get involved in the plot of the story. I need to make more time during the school year to read!
DeleteI enjoyed this chapter as well. I will definitely start using the term "developing reader" as it has such a positive connotation. Far more positive than striving, struggling, reluctant, poor, or remedial. Developing implies that improving as a reader is an ongoing process that is attainable.
DeleteStephanie:
ReplyDeleteI have more than once put in as an accomodation on an IEP that "student will be given an attainable AR goal at his/her level".
Jerrie,
ReplyDeleteI now reimplemented individual reading time w/kids after getting away from it for a couple years. It is just 10 minutes per kid with a para during my reading rotation time
I use the phrase "at their instructional level" in the students IEP too.
ReplyDeleteI identify with the dormant reader. I have the reader inside I just choose not to read unless instructed to for a class. I think some of the reason that I did not like to read in school was because 1. I have to have a quite distraction free place to read if there is any noise or distraction my brain wonders to that noise or distraction. 2. I often have to read outloud in order for my brain to get the full comprehension and 3. I never had the experience of reading for enterntainment the books were usually choose and not books of interest to me and to which I had no connection to. I feel that reading was never taught to as being enjoyable. I read when I have assigned assignments and complete the work. I have the potential to be a good reader and as I have grown older find myself reading more because I am interested in the informational text.
ReplyDeleteI also look at this question in two different ways: how I see myself and how I see my students. When I think about myself, I see myself as an underground reader. In school, I always read what I needed to read and got all of the work done that was assigned. I can remember only connecting with one book, "Bridge to Terabithia," during my school reading. There was something about that book that really got to me. As an adult, I like to choose what I read and I read when I want to read. I don't think that I would enjoy it much if someone chose my enjoyment books for me. My students, however, are definitely developing readers. I think that all of the students I have ever taught have been developing readers. By the time my older students got to me they were multiple years behind in reading and were trying desperately to catch up to their peers. Some of the kids who worked super hard and immersed themselved in reading eventually achieved grade level reading...others stayed below their peers. My younger students are just learning the pre-reading concepts and I hope that as they get older and acquire more skills will develop a love for reading. I guess we'll have to wait and see!
ReplyDeleteI see myself as an underground reader. I choose the books I want to read. I could be a dormant reader at times, because reading is not always my first choice when I have free time. I can identify with all three types of readers. As a former interrelated teacher, I worked with developing readers. As a gifted teacher, most of my students were underground readers. My son went from an underground reader to a dormant reader in junior high. My daughters are underground readers. I think underground and dormant readers can go back and forth, or somewhere in between, depending on where you are in life, and priorities!
ReplyDeleteI agree wholeheartedly! You put it well.
DeleteI agree with you that readers can go back and forth between underground and dormant readers. Two of my daughters are underground readers and the other one is a dormant reader.
DeleteDue to working with gifted, I see my students as underground readers and read with fury to try to somehow catch up with them or be astute enough to assist them in their selections. ;) Somehow, I was not exposed as much to the classics as I would expect them to choose. I have enjoyed the time spent reading, so perhaps I am an underground reader as well. The idea that "readers" are only the ones who partake of literature is a popular and pervasive notion, while there is plenty of worthwhile material available from non-fiction as well. (However, it does not always "sweep one away" as we sometimes think of fiction doing.) The author has done an effective job at persuading me to think of falling in love with reading again, as opposed to the 'dun' of assessments.
ReplyDeleteI would classify myself as an underground reader. I like to pick the type of books I am interested in, like most people. I work with students that are developing readers. I enjoyed this chapter and would like to incorporate ideas from it into my lessons
ReplyDeleteI see myself as the dormant reader growing up I did what I had to, to get by and then would drop it and be done. As an adult I occasionally pick up a book and read for pleasure but most of the time I find I am reading because I have something that needs to be read for work or other reasons none of my own wanting. My Kindergarten students on the other hand are the developing readers! They come into their first year of school so eager to please and learn, but yet some struggle from the work GO with even knowing their letters and sounds so therefore when we start introducing sight words and flip books to read they already struggle. It isn’t that they don’t want to learn to read because reading at this age is EXCITING it is just difficult so we as the teachers even at this age can make or break a beginning reader!
ReplyDeleteI agree the family can make or break the developing readers. I think students can be excited about what they are reading no matter what level they are reading at.
DeleteI see myself as an underground reader. I like to sneak in a few minutes reading every chance I can get! I tend to read for enjoyment; I believe this is a stress reliever for me.
ReplyDeleteMy students tend to be developing readers. They have had so much difficulty with reading throughout school that they have given up on it. We used to have Silent Sustained Reading two days a week! It was the highlight of my day!! However, the kids would say that they hated it! Since I love to read, it was really hard for me to understand where they are coming from.
I am the same way Judy, I enjoy reading and it tool my along time to understand why the students didn't enjoy the SSR time.
DeleteAt an inservice the instructor said my son came home and told her he accidentally got interested in the book because he had been pretending to read. How man of our students pretend to read?
I love to read and much prefer to select my own reading material; I guess that makes me an underground reader. Particularly because I always have this huge stack of professional reading that I need to get through but never seem to find enough time for. Therefore, I always feel guilty when I read something solely for the purpose of enjoying a good book.
ReplyDeleteI think of the children in my life as students, nieces, and my own children. My son is the underground reader which is a lot like me. We like to read and not be interrupted. We generally have a book wherever we are. My niece was a dormat reader. She hated to read until she found the book that sparked an interest in reading. She had gone to Wichita and came home and told me can you believe I spent my money on books. I have students that are developing readers. They struggle reading anything because they are missing parts of the components to read.
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