On pages 108-109, the author discusses efferent
readers and aesthetic readers.Which
reader best illustrates how you approach a text and what purpose you have for
reading?
I am personally both types of readers. When I read a book to learn something new, I will approach it as an efferent reader. I probably taught reading more this way when I worked with students in reading. When I read a book for enjoyment, I will approach it as an aesthetic reader. I think this approach would be ideal, and the way I would like to teach reading now. These teachers express their love for books and "have the greatest influence on their students' motivation and interest in reading and have more impact on the long-term reading habits of their students."
I need to spend a whole day making book boxes for each kid for their reading interests. The problem is I have so many not reading or barely starting; I wonder if I should be reading to them at their interests, but then at the same time teaching from efferent approach. They really aren't at a level to read on their own so I always feel like I'll frustrate them putting hard things in front of them. But I need to give it a chance and maybe at least one of them will pick up a book and magically start reading because of his/her high interest in that particular subject.
I think you could do both, you read to them and also try to get them reading. Even if it is just for enjoyment. Talking about the book helps them gain information and you can even talk about different pictures in the book. What did they like best about the book? What happened in this picture?
I think I am both an efferent reader and an aesthetic reader at different times. It truly depends on the purpose for reading the book as to which I am. If I am reading a book for academic information, I am an efferent reader. If the book is for pleasure, I am an aesthetic reader. To teach and model for students to learn to love reading, I think the aesthetic approach is better. However, for academics and gaining new technical type knowledge, I believe the efferent approach works better.
There is a place for both approaches to reading depending on the text and purpose for reading it. Some books are intended for enjoyment and others are purely for the purpose of instructing. I can hardly imagine picking up a technical manual and approaching it aesthetically unless it was about a dearly lovely subject.
Now your talking Debi...those are the words I was looking for on my post. I "dearly love" a lot of subjects. That is why I think my reading for information feels like it should be considered aesthetic to me.
I also agree that our students need to wear both of these hats but this is sometimes difficult. I believe Common Core is going to force this. No longer are we going to be able to spoon feed students they are going to have to have their own ideas and opinions which for many students is going to be difficult.
When I grab a book I am an aesthetic reader. I hope I am portraying my enjoyment for reading to the student's I work with each day. My purpose for reading most of the time is for enjoyment. I do not try to break it apart or analyze it. I just envision the characters, the setting, and can't wait to see how the author ends the book, but I never peek at the ending as I believe that ruins the story for me.
Deanna- I think I try to analyze to much and this hinders me at time. I rarely read for enjoyment, I wish that was different for me. I think envisioning is what helps to get into the book.
Analyzing a book that is intended for pleasure seems like way too much work and a joy robber! Is it any wonder our students hate answering discussion questions after reading or filling out worksheets?
I agree Deanna! I am an aesthetic reader when I read for enjoyment. Often the books I choose for my classroom are read for an aesthetic purpose as well. I want my students to get excited about what we are reading! Sometimes though, I will peek at the end of a book that I am reading because I'm super curious how it's going to end. I'm kinda silly like that!! :)
I am definately a aesthetic reader! When I sit down on my own free will to read it is for enjoyment and to pass the time and to dream. That is the message at this point in time in my own chilren's lives and my young students that I am trying to share with them is to find the love of reading. My 5 and 6 year old students are just learning to read and they find it fun and exciting and feel like they are on the world as they gain this new found gift of reading so I want them to learn how fun it is and not see it as a HAVE TO chore. Now I do read to learn things like when my family goes to the doctor or one of my students come back with new medications and so on to better understand what we are looking at and become better educated in the matters at hand. For the most part though I read for enjoyment!
The efferent reading or reading for information is also a big piece of ELA in common core. Since I am more of the other type of reader this is going to be a struggle for me as a reading teacher!!
I am definitely an aesthetic reader! However I do change "hats" and become an efferent reader in my college classes and somewhat as a teacher in my reading classes. On my own I do not read books to collect information, I read for pleasure and to relieve stress. As a teacher I do have to teach my students how to read for information since that will help them in their core subjects. They do need to be taught the skills of reading to be successful academically. The key is to find a balance. Teach them the necessary skills to be a successful reader but also teach them to love to read! I know I have not mastered that one yet, but I feel I a have gotten a little better at it this year.
Carol, Yes, I agree. Finding balance is the key. Students need to be able to read for information. If you can get them to enjoy reading for pleasure, that will help them so much more to be able to apply what they know to new situations from their reading experiences. Some students may take off with it, and others may not. Our job is to promote reading and be exicted about it like the author shows.
I agree at school there needs to be a balance between the two. Most of the language students I work with do not like to read due to the difficulty for them. I hope to inspire them a little to enjoy it more.
I agree also, however, finding that balance can be very difficult. The majority of the students I work with see reading as something they have to do in school to pass. I wish they saw reading as a journey like I do. After reading this book I need to try harder with my students and fostering their love of reading.
The majority of the time I am an aesthetic reader. My reading in those cases is for pleasure and enjoyment. At school I am more inclined to be an efferent reader as I am reading for information and picking out reading for students. My goal is for them to gain something from the reading I have them do, I want them to enjoy and learn at the same time.
I used to read purely for aesthetic purposes, then I became a teacher. Now, I have to admit that I am mostly an efferent reader. I do think that both approaches have a place and are needed for different types of text. I agree that kids would be much more motivated to read if they were allowed to read more for aesthetic purposes, but few kids learn to read so effortlessly that they don't need to be taught the skills of reading. I think that means we have to have a balanced approach in our classrooms.
I really read for information, indicating I could be an efferent reader; however, I do see reading as an intellectual journey, so I feel I also fit as an aesthetic reader. I actually don't like the author's explanations or interpretations of those reader types. I feel like I absolutely love reading for information and that I grow and learn through reading, so I should categorize myself under aesthetic. Then I look at how she describes efferent, and I do "dive into a text for the purpose of getting information out of it." I believe she should've divided the two into personal reader type vs. teacher instructor type. My teacher instruction type is probably more efferent, but I wish I was more aesthetic. I need to work on that.
Typically when I read, I take an aesthetic stance to reading. I like to read for enjoyment and I enjoy the emotional connection that I make to a book. However, at school, I would like to think that I take a balanced approach to teaching reading. There should be an efferent approach when teaching the nuts and bolts of reading AND there should be an aesthetic approach to show that reading can be fun and enjoyable. Balance, I think, is the key.
I feel that I am both type of reader depending on what I want to gain from the book. If I chose it for enjoyment just let me read and not think about what I am reading. If I chose the book to gain knowledge I am more likely to question the information.
I think I do a little bit of both. When teaching kindergarten I used fun books to teach specific skills to learning to read but I also read to the class just for the fun of it. When working with my deaf and hard of hearing students, I usually read with them to practice different skills. Most of the time it is to have them determine characters, setting and events in the story. I am trying to change that process a little by having the student select a text from a few books I bring, which I am trying to pick based on their interest level, and then talk with them about the book. I may talk about characters or ask them about the characters. I am trying new things this week.
I believe I am both an efferent and an aesthetic reader. When I'm reading on my own outside of work I am more of an efferent reader. I also, believe I'm more of an efferent reader with my children. I want them to love to read not to read because they have to. Unfortunately, when at school I'm more of an aestheic reader. I don't really know why I am this way at school versus being a efferent reader like I am outside of school. I think the students I work with would connect with me so much better if I took more of an efferent reader approach.
I am personally both types of readers. When I read a book to learn something new, I will approach it as an efferent reader. I probably taught reading more this way when I worked with students in reading. When I read a book for enjoyment, I will approach it as an aesthetic reader. I think this approach would be ideal, and the way I would like to teach reading now. These teachers express their love for books and "have the greatest influence on their students' motivation and interest in reading and have more impact on the long-term reading habits of their students."
ReplyDeleteI need to spend a whole day making book boxes for each kid for their reading interests. The problem is I have so many not reading or barely starting; I wonder if I should be reading to them at their interests, but then at the same time teaching from efferent approach. They really aren't at a level to read on their own so I always feel like I'll frustrate them putting hard things in front of them. But I need to give it a chance and maybe at least one of them will pick up a book and magically start reading because of his/her high interest in that particular subject.
DeleteI think you could do both, you read to them and also try to get them reading. Even if it is just for enjoyment. Talking about the book helps them gain information and you can even talk about different pictures in the book. What did they like best about the book? What happened in this picture?
DeleteI think I am both an efferent reader and an aesthetic reader at different times. It truly depends on the purpose for reading the book as to which I am. If I am reading a book for academic information, I am an efferent reader. If the book is for pleasure, I am an aesthetic reader.
ReplyDeleteTo teach and model for students to learn to love reading, I think the aesthetic approach is better. However, for academics and gaining new technical type knowledge, I believe the efferent approach works better.
There is a place for both approaches to reading depending on the text and purpose for reading it. Some books are intended for enjoyment and others are purely for the purpose of instructing. I can hardly imagine picking up a technical manual and approaching it aesthetically unless it was about a dearly lovely subject.
DeleteI think you hit on the key word there, "purpose". That is a big thing with the common core.
DeleteNow your talking Debi...those are the words I was looking for on my post. I "dearly love" a lot of subjects. That is why I think my reading for information feels like it should be considered aesthetic to me.
DeleteI completely agree...it depends on the purpose of reading which approach is best. I think there is a place for both approaches in the classroom.
DeleteI agree we are both kins of reader depending on the purpose. I think we would like our kids to be this way olso
DeleteI also agree that our students need to wear both of these hats but this is sometimes difficult. I believe Common Core is going to force this. No longer are we going to be able to spoon feed students they are going to have to have their own ideas and opinions which for many students is going to be difficult.
DeleteWhen I grab a book I am an aesthetic reader. I hope I am portraying my enjoyment for reading to the student's I work with each day. My purpose for reading most of the time is for enjoyment. I do not try to break it apart or analyze it. I just envision the characters, the setting, and can't wait to see how the author ends the book, but I never peek at the ending as I believe that ruins the story for me.
ReplyDeleteDeanna- I think I try to analyze to much and this hinders me at time. I rarely read for enjoyment, I wish that was different for me. I think envisioning is what helps to get into the book.
DeleteAnalyzing a book that is intended for pleasure seems like way too much work and a joy robber! Is it any wonder our students hate answering discussion questions after reading or filling out worksheets?
DeleteI agree Deanna! I am an aesthetic reader when I read for enjoyment. Often the books I choose for my classroom are read for an aesthetic purpose as well. I want my students to get excited about what we are reading! Sometimes though, I will peek at the end of a book that I am reading because I'm super curious how it's going to end. I'm kinda silly like that!! :)
DeleteI too read for enjoyment and that is all I want out of the book. Sometimes I get wrapped in the characters that I want more at the end the book.
DeleteI read mostly for enjoyment also. I like to get into the book and get away from my world for a little bit.
DeleteI am definately a aesthetic reader! When I sit down on my own free will to read it is for enjoyment and to pass the time and to dream. That is the message at this point in time in my own chilren's lives and my young students that I am trying to share with them is to find the love of reading. My 5 and 6 year old students are just learning to read and they find it fun and exciting and feel like they are on the world as they gain this new found gift of reading so I want them to learn how fun it is and not see it as a HAVE TO chore. Now I do read to learn things like when my family goes to the doctor or one of my students come back with new medications and so on to better understand what we are looking at and become better educated in the matters at hand. For the most part though I read for enjoyment!
ReplyDeleteThe efferent reading or reading for information is also a big piece of ELA in common core. Since I am more of the other type of reader this is going to be a struggle for me as a reading teacher!!
DeleteI remember teaching third graders - the 'aha' moments in reading were so wonderful. It's good to learn to love reading at an early age!
DeleteI am definitely an aesthetic reader! However I do change "hats" and become an efferent reader in my college classes and somewhat as a teacher in my reading classes. On my own I do not read books to collect information, I read for pleasure and to relieve stress. As a teacher I do have to teach my students how to read for information since that will help them in their core subjects. They do need to be taught the skills of reading to be successful academically. The key is to find a balance. Teach them the necessary skills to be a successful reader but also teach them to love to read! I know I have not mastered that one yet, but I feel I a have gotten a little better at it this year.
ReplyDeleteCarol,
DeleteYes, I agree. Finding balance is the key. Students need to be able to read for information. If you can get them to enjoy reading for pleasure, that will help them so much more to be able to apply what they know to new situations from their reading experiences. Some students may take off with it, and others may not. Our job is to promote reading and be exicted about it like the author shows.
I agree at school there needs to be a balance between the two. Most of the language students I work with do not like to read due to the difficulty for them. I hope to inspire them a little to enjoy it more.
DeleteI agree also, however, finding that balance can be very difficult. The majority of the students I work with see reading as something they have to do in school to pass. I wish they saw reading as a journey like I do. After reading this book I need to try harder with my students and fostering their love of reading.
DeleteThe majority of the time I am an aesthetic reader. My reading in those cases is for pleasure and enjoyment. At school I am more inclined to be an efferent reader as I am reading for information and picking out reading for students. My goal is for them to gain something from the reading I have them do, I want them to enjoy and learn at the same time.
ReplyDeleteThat is the way I am too. At school I definitely have a purpose when reading literature and to teach language and comprehension to the students.
DeleteI used to read purely for aesthetic purposes, then I became a teacher. Now, I have to admit that I am mostly an efferent reader. I do think that both approaches have a place and are needed for different types of text. I agree that kids would be much more motivated to read if they were allowed to read more for aesthetic purposes, but few kids learn to read so effortlessly that they don't need to be taught the skills of reading. I think that means we have to have a balanced approach in our classrooms.
ReplyDeleteI really read for information, indicating I could be an efferent reader; however, I do see reading as an intellectual journey, so I feel I also fit as an aesthetic reader. I actually don't like the author's explanations or interpretations of those reader types. I feel like I absolutely love reading for information and that I grow and learn through reading, so I should categorize myself under aesthetic. Then I look at how she describes efferent, and I do "dive into a text for the purpose of getting information out of it." I believe she should've divided the two into personal reader type vs. teacher instructor type. My teacher instruction type is probably more efferent, but I wish I was more aesthetic. I need to work on that.
ReplyDeleteTypically when I read, I take an aesthetic stance to reading. I like to read for enjoyment and I enjoy the emotional connection that I make to a book. However, at school, I would like to think that I take a balanced approach to teaching reading. There should be an efferent approach when teaching the nuts and bolts of reading AND there should be an aesthetic approach to show that reading can be fun and enjoyable. Balance, I think, is the key.
ReplyDeleteI feel that I am both type of reader depending on what I want to gain from the book. If I chose it for enjoyment just let me read and not think about what I am reading. If I chose the book to gain knowledge I am more likely to question the information.
ReplyDeleteI think I do a little bit of both. When teaching kindergarten I used fun books to teach specific skills to learning to read but I also read to the class just for the fun of it. When working with my deaf and hard of hearing students, I usually read with them to practice different skills. Most of the time it is to have them determine characters, setting and events in the story. I am trying to change that process a little by having the student select a text from a few books I bring, which I am trying to pick based on their interest level, and then talk with them about the book. I may talk about characters or ask them about the characters. I am trying new things this week.
ReplyDeleteI believe I am both an efferent and an aesthetic reader. When I'm reading on my own outside of work I am more of an efferent reader. I also, believe I'm more of an efferent reader with my children. I want them to love to read not to read because they have to. Unfortunately, when at school I'm more of an aestheic reader. I don't really know why I am this way at school versus being a efferent reader like I am outside of school. I think the students I work with would connect with me so much better if I took more of an efferent reader approach.
ReplyDelete