When reading the list of what might define a kid who can’t read, I was a bit overwhelmed. Before reading this chapter, I could probably count on one hand what I thought defined a student who could not read. At the same time, the list is useful in that it would help teachers pinpoint what difficulties a student might have when reading. Beers also includes a chart on page 28 which helps teachers’ take the next step in helping students read. This section made me realize that I will have to find out how the student struggles in reading, and have a plan to help them read.
While reading about students in the classroom, I found Sharmee’s and Amy’s stories surprising because unlike Mike, their difficulties with reading were not as evident. Before reading the text I would have assumed Sharmee just liked to socialize and disliked being quiet. As for Amy, I would have assumed that she simply disliked reading. Now I am aware that when students show these signs, teachers need to know why the student dislikes silent reading or why the student dislikes reading for pleasure.
When Beers asks the students what good readers do I, like Raymond, would have assumed students just “are” good readers; however, when viewing the list of what good readers do I noticed that I do all of these things while I read. I also see how reading can be difficult if a student lacked even one of the skills that a good reader has mastered.
At the end of the chapter, Beers listed seven of her underlying beliefs. Out of all seven of these beliefs, her seventh belief truly resonated with me. She views reading as a “social process” and an “interactive activity” which I believe is true because how much meaning could reading have if one cannot talk about what they read, or relate it to something in their lives?
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