Chapter 2 - Creating Independent Readers

Like so many others have said, the first two chapters have me interested and captivated in what this author is discussing. It is extremely relevant to our lives as teachers. My main focus and interest in chapter 2 came on page 16 when she focuses in on moving this dependent readers toward being able to read independently. This is not only the main goal of my Reading in SPED class project, but it is also something I am struggling with in my current classroom setting. I liked that she broke down the group into three problem areas, all of which I am seeing now.

1. Dependent readers lacking cognitive skills. I experience frustration from students all the time that struggle due to their cognitive abilities. They are the students that say "I can't." When they do, I understand why they feel that way. To them, they really can't. This is why they need the extra assistance in the areas of comprehension and the basic building blocks a child needs to read.

2. Negative attitudes toward reading are another huge problem, especially with students that have behavioral problems. Because teachers see reading as a way to calm oneself, often the children I come into contact with see reading as a punishment. Unfortunately, I agree with them most of the time. Teachers use it in that way and make students develop negative attitudes. Taking away a child's recess and "making" them read in its place is not a way to develop a joy of reading.

A child that is forced to read books that never spark an interest or that lack age appropriate material also cause this emotion in a student that may already have developed a negative attitude for other reasons.

3. Not knowing books to read is also something I encounter. Students aren't taught often enough how to figure out if a book is something they would enjoy, and other times their choices are just too broad to narrow it down. Having an assortment of books that are age appropriate and are directed towards specific interests can help this.