Summary
This week we
learned about diverse and struggling readers. I found the article, Resistance, struggle, and the adolescent reader,
to be quite interesting for it discussed the important issue of resistant
adolescent readers. These are readers who can read, but choose not to due to reasons
such as texts that are uninteresting, not relate-able, and forced. The lack of
engaging textbooks is a big component to creating resistant readers. “Textbook
reading has the tendency to diminish reading pleasure” (Lenters, 138). Many
students will just briefly scan the material and look for answers to assigned
questions without even comprehending the text. As I was reading this article, I
realized that there were many times in my past schooling that I was a resistant
reader. I had assigned texts that were extremely lengthy and uninteresting so I
would just scan through them or not even read them at all. Lenters explained in
her article that many students go through elaborate lengths to avoid readings
and some students state that they could pass tests without even reading the
accompanying text (p. 138). What is the most concerning about resistant readers
is that they can turn into struggling readers. This can happen when the lack of
reading prevents the child from developing necessary reading skills. In order
to prevent resistant readers, teachers should choose texts that are interesting
and engaging to the students. Students should “be given the change to engage
critically with the text” (Lenters, 142). This could include having discussions
where students can give personal responses, explaining to students how the text
relates to their own lives and using verbal and visual techniques to teach a
lesson.
Critical Reflection
It is important
for teachers to know their students interests so that they can choose texts
that will be engaging and motivate their students so that they do not become
resistant readers. I think it is
necessary for teachers to always give a context for why their students should know
the material. If students have a purpose for learning a new concept, they will
be more motivated to engage and study it.
Lenters brought up
a point about English teachers that I found to be interesting. She states that “English
teachers naturally tend to be those who love reading and who have experienced
success with it…they may easily overlook the irrelevance their students may
perceive and the struggle they may experience” (p. 140). I think this is a relevant
point, but all the English teachers I have had were all very aware of the
different reading abilities in the classroom and used techniques such as
annotating, reading aloud, listening to audio books, and discussing difficult
passages to help struggling readers. English teachers are usually more
passionate about reading than some of their students, but showing their
enthusiasm about a certain text sometimes helps student become more excited and
motivated to read it.
Implications for teaching
I have witnessed
many resistant readers in the music classroom. A teacher will choose a musical
piece to learn and sometimes not everyone is excited to play it. I was
observing a 4th grade trombone class last year and there was a
student that just straight up chose not to play along with the group. When the
teacher asked why he wasn't playing, he said that he didn't like the song. It
is important, even for music teachers to not only choose pieces that interest
students, but to also explain why they choose a particular piece, and explain
to them what they can learn from it. If a new piece of music is being
introduced to the class the teacher should give a background of the piece and
tell a bit about the composer as well as the time period. Sometimes playing a professional
recording of the piece helps them get a better understanding of it too. This
will grasp the students’ attention and engage them more in the music.
Connection to standards
Sub-strand D.
Literature states, “the student will actively engage in the reading process and
read, understand, respond to, analyze, interpret, evaluate and appreciate” a
wide variety of texts. This relates to the topic of resistant and struggling
readers because if teachers are able to identify and help improve the reading
skills of struggling readers, their students will be able to accomplish the
goal listed in sub-strand D.
Lenters, Kimberly. "Resistance, Struggle, and the Adolescent Reader." Journal of Adolescent & Adult Literacy 50.2 (2006): 136-44