Everybody is a reader! Don’t you just love that statement. But, do we believe it? Miller certainly does. To acknowledge gives merit. “The idea that they can’t read or don’t like to read is not on the table.”
As I read this chapter, several things hit home.
1. The importance of CHOICE. It empowers, encourages, strengthens self-confidence, rewards interests, promotes positive attitude, MOTIVATES.
2. I was able to picture faces of former students that fit into each type of reader: developing, dormant, and underground. Since labeling is a reality, I love these labels so much more.
3. Developing readers have the ability to become strong readers, need real reading experiences, and need to feel success.
4. Dormant readers are just as unmotivated and uninterested in reading because they have not embraced reading that allows a person to escape to other worlds and live vicariously through the characters. Many of these readers are ignored because they can pass the test. What a crime!
5. Got to love the underground reader who are just waiting for the teacher to get out of their way so they can just read.
Now that I am all for choice and want my students to read all the time, there are questions.
1. “If I am not going to quiz them on every book and monitor their every reading move, how will I control reading for them?”
2. According to the “Conditions of Learning,” I need to teach daily reading lessons using authentic texts, conference & discuss students’ readings daily, and require written response letters. What should these lesson cover? (In other words, where is the manual?) How do you find time to do this daily? What are written response letters?
3. I was so impressed with Miller’s ability to recommend books on the spot as well as having books on their desk to preview on the second day of school. One word. How? How can I be even somewhat knowledgeable about books?
What are your thoughts and questions?