"Teaching reading to adolescents is both rewarding and frustrating; it's a science and an art." p. 22
I first have to start out by saying....Pshhhewww!! I am so thankful this book is written in the style that it is!! I have read so many books while getting my undergrad that were painstakingly hard to get through. I find myself really being able to relate to what the author, Kylene Beers is talking about.
I can't tell you how many times, while being a substitute teacher in the school system, I find myself in a Language Arts class with students telling me exactly what Beers starts out her chapter with. Asking me question after question, that to ME sounds exactly like the question they have just asked before. Beers defiantly points out that you have to 'begin to listen' to what the students are really asking, and sometimes the students will not always be able to articulate and explain, in the detail we are expecting, why they aren't grasping the text or concept.
The students which I have most come into contact with have been the students Beers talks about in 'Moving Dependent Readers Toward Independent Reading' section, the second area. The students who are often saying to me, "I don't know how to read" (sarcastically), "reading is boring", and/or "I don't like to read". I just encountered an 8th grade student who said all of these phrases to me in one week. It makes total sense for Beers to say that these students have SO many moments of failure that their opinion of reading is extremely tainted and consider it a hassle with extreme dislike. I do think that this second area is greatly influenced by the first (lack of cognitive abilities) and can be helped by the expansion of the third area (don't know what type of books they would enjoy).
Determining who the 'Struggling Reader' is was another very interesting section. It is extremely true that the majority of us only really consider the students that show physical and verbal disdain for reading. The example of the quiet girl sitting at the side of the classroom, the popular boy in the front of the classroom, and the international students may all be considered when looking for a struggling reader. While Beers example while working with Hayley was wonderful to read and to see the transition, I am glad the side note talked about how the transition and getting to the comprehension stage is sometimes like pulling teeth.
This example was great, but I have to sit and wonder when a teacher would really have a full amount of time to sit and work with students in this one-on-one setting. I would hope that intervention specialists would really read this book, so that the teacher and the intervention specialist would really be on the same page when working with a student who is a struggling reader. Beers makes is very clear that Patience, Repetition, and Understanding of the students confusion must be considered when working with these students.
Yours Reading,
Sara
Sara,
ReplyDeleteYour comment on the writing voice of Kylene Beers is exactly what I've been thinking thus far into the reading! In fact, I can't think of even one actual textbook that has seemed to be this entertaining, yet still informative.
Also, the section on Determining the Struggling Reader was actually sort of disconcerting to me, in that it just threw me out of my usual line of thought. For instance, I did, after she mentioned it, try to sit up straight, looking attentive, knowing that I'm prepared, yet still have the mindset that reading is just too hard. I couldn't do it. Those two personas just seem so contrary to me. I know that shows my own limited view, and I guess maybe that's why it's important that I post it. I'm, in almost all of my endeavors, I reaaally open-minded person. But, for some reason (my previously formed schemas, I suppose) my mind just won't let me consider this.
Finally, I was also relieved that Beers mentioned the difficulty of actually producing (or helping her or him to produce) this change in a student. I always feel like progress is so difficult to obtain, but it, although I know this is really cliche, is sort of like sifting for gold. The task is always tedious and demanding, but the final product, even just a little of it, is awe-inspiring.
I am glad you are enjoying the book! You bring up so many important points - including the importance of engagement and enjoyment! I think you can do these strategies in whole class settings, plus have small group time or individual conference time to follow up with specific issues.
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