Chapter 3 helped me to better understand the broad spectrum that the phrase "not being able to read" can represent. It can represent anything from an inability to quickly recognize single-syllable words to having trouble recalling information from a text. This helped me to realize that as a teacher I need to know what strengths and weaknesses my students have as readers, especially those students who are dependent readers. After I know this, I can create a solid instructional plan that will address their needs as readers.
Additionally, this chapter got me thinking about good readers and what good readers do. When I first started to think about what a good reader is, I couldn't come up with anything specific beyond being able to read fluently and being able to comprehend a text. After reading the chapter, I realized that good readers do many different things. Good readers realize that the purpose of reading is to get meaning. Such readers are actively engaged with the text they are reading and are able to use a variety of comprehension strategies. They are also able to make inferences and connect different texts to things within their own lives. For someone who is a dependent reader, I can see how all of these things could quickly become overwhelming; however, I think it's the teacher's role to help dependent readers become good readers by modeling active engagement in the reading process. If a teacher can show a dependent reader the importance of being actively engaged while reading, it might make a dependent reader more willing to participate in the reading process. Personally, I think active participation is half the battle. Once a dependent reader is willing to interact with a text, it will open up doors for more instruction on specific skills and will help this reader begin to actively construct meaning from a text.
I definitely agree with your statement about dependent readers becoming overwhelmed. When I read the text, I thought the skills that good readers have just came naturally.I believe that if a student struggles with even one of the skills that Beers listed, they can have a difficult time reading.I also agree that teachers should be models of good reading, which Beers points out in chapter four. Also that this will help kids construct meaning themselves.
ReplyDeleteNot only is participation a huge battle in the classroom with students, but also outside the classroom. If we could get parents, and surrounding classrooms involved in a student's ability to read I think things would escalate at such a faster level than just teachers teaching students how to read then comprehend the text.
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