Chapter 2: Creating Independent Readers

One thing that I really learned from Chapter 2 is that anyone can be a struggling reader. It will not always be the students in remedial or regular classes that will be the ones with issues with reading. I found it very interesting to hear about the author’s interaction with Leah and the brass ring. It helped reinforce that every interaction with children, whether it is in the classroom or not, may be an enlightening experience for a teacher. It helped Beers realize that kids who struggle with reading may not be vocal about their questions unlike Leah. As educators, we should be sure to ask questions to our students so that we can continue to pinpoint exactly where the struggle in reading may occur. We need to figure out if they have problems with cognition or if they just have a negative attitude toward reading. Beers talks about this in the section called “Moving Dependent Readers Toward Independent Reading.” Personally, I am an independent reader. Therefore, I have to make sure that I do not make assumptions with my students and assume they can read and figure things out on their own. The assessment we took in class would be a good way to help take a closer look at each individual student who I feel might have problems with reading.

Another really interesting point Beers made is when she talks about how even the AP English student can struggle on page 15. I was an honors student all through high school and even took my college writing one and two during my senior year of high school through PSEOP. Reading Beers’ description of gifted students potentially having difficulties reminded me of when I attempted to read Uncle Tom’s Cabin. It was one of my own personal times as a struggling reader. Therefore, even if I end up teaching an Honors course, I must keep my eyes open and aware of the fact that even honors students can struggle.