tag:blogger.com,1999:blog-503921746778160017.post7153535728802819957..comments2023-06-09T08:27:55.742-07:00Comments on Le's Learning: Thinking about ReadingSarah Lehttp://www.blogger.com/profile/12888625789568300137noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-503921746778160017.post-39477746532707325922018-01-23T07:06:12.017-08:002018-01-23T07:06:12.017-08:00Sarah and Lisa, I think it's more complicated ...Sarah and Lisa, I think it's more complicated then simply learning to like reading. [rant on] Research shows that students who don't read for pleasure as adolescents stop developing their reading capacity at about the grade 4 or 5 level. What are the kids doing in grades 4/5 who like reading as adolescents compared to the kids who don't? In grades 4/5 the high level readers are moving away from picture books to chapter books, and are capable of making mental pictures in their minds. The kids who don't have these experiences aren't making mental pictures in the same way. They might not have a clear voice in their minds that's reading to them (the way I know you and I do). For me the only way to build love of reading is to a) build build build prior knowledge so that they have AWESOME pictures in their minds, and then b) to get them to read something AWESOME (not mediocre). Those levelled readers are great for kids who need to be motivated that way, but they're ridiculous for students who are already motivated to read. We need to allow and promote pictures as long as students want them because they will self-indicate when they're ready to move to chapter books. That's why graphic novels are enjoying a renaissance, in my humble opinion. This is why audiobooks are outselling ebooks in all demographics. Readers want/need pictures and voices to go with their reading. <br />I still struggle with doing a whole class novel at the ENG4C level but I've picked an AWESOME book with deep concepts and I provide it in audiobook and print. <br />Really? We need role models that the students already have to demonstrate how much they like to read. The other thing going against us as teachers is that we're part of the system, man. We're the oppressors. How can we show that language and reading are delicious tools of anarchy/rage/expression? We have to keep being edgy. King out. Just kidding - I could never pull that off. :)Alanna King @banana29https://www.blogger.com/profile/01832761151652455096noreply@blogger.comtag:blogger.com,1999:blog-503921746778160017.post-66607470015039452262018-01-08T11:28:01.484-08:002018-01-08T11:28:01.484-08:00Thanks for this, Lisa. I like the parallels you ma...Thanks for this, Lisa. I like the parallels you made between reading and gym and reading and travel.<br /><br />Matt Haig's quote and reading Pernille Ripp's blog has really made me think about the importance of reading, and I am trying to clarify my reasoning for "forcing" pleasure reading in my class. Part of me thinks the reason I want to do this is because I really don't want to do an ISU in ENG3C that involves them reading a book just so they can make connections to other articles and do a presentation. I feel like it will assuage my guilt that students aren't going to read a book independently. I need to do some more thinking about my reasoning for this shift in my thinking.<br /><br />And I do think that actually reading words (as opposed to my expanded definition for text) is important for the ideas you stated (growth and empathy). But there's something pulling at me that reading still needs to be done for pleasure.Sarah Lehttps://www.blogger.com/profile/12888625789568300137noreply@blogger.comtag:blogger.com,1999:blog-503921746778160017.post-90301046159764792652018-01-08T06:51:33.263-08:002018-01-08T06:51:33.263-08:00AGREE! Reading for pleasure is pleasurable for som...AGREE! Reading for pleasure is pleasurable for some (ME!). And we don't want to be the reason that someone doesn't enjoy reading. But I don't enjoy running, and I don't (solely) blame my high school phys ed teacher.<br /><br />I absolutely love the way Matt Haig talked about the importance of reading in the tweet that inspired this thought process. That is why I read, and why I often so wholeheartedly NEED to recommend a book I just read to someone else. You know that feeling of "I must share this experience with someone else" - because reading a good book is an experience, like travel. But we don't force people to travel (we recommend it, promote it, justify it). But forcing people to travel doesn't make them like travel (think M going back to the hotel in Paris rather than going up the Eiffel Tower at night).<br />I agree that making them accountable (doing something with their reading) may take the pleasure out of reading as they focus on that project/grade. But I also think that when you or I really read something pleasurable we want to do something with it - talk about it, share it. Maybe not write an essay, or create a book trailer.<br /><br />Is it the reading that is important for pleasure and growth? Or is it the empathy that stories develops? Can that empathy be gained through stories in other ways (tv/movies/podcasts). I know you've expanded your definition of text. Can we expand the definition for reading?L.Ungerhttps://www.blogger.com/profile/06649354761583388258noreply@blogger.com