Response to Can you be a teacher of literacy if you don’t love to read? by Ann Powell-Brown, Teacher of literacy, love of reading and the literate self:  A response to Ann Powell-Brown by Kimberly Gomez

When I was reading these articles, I began to think about how much the realm of education has metamorphasized just in the past 10 years that I have been in it.  The world of education and especially Special Education tends to be fluid and never the same thing from year to year.  Now with Common Core coming down the pike, I am sure we will be all be busy this summer revamping lessons, units and teaching methods.

I also pondered on my past literacy experiences.  I am one of those word geeks who loves to read, although I can sympathize with Gomez’s students whose main obstacle to reading is the time villain.  I have a plethora of books scattered throughout my house, beside my nightstand, my basement and two classrooms that I try to read, although sometimes the only reading I manage to get accomplished before sleep beckons to me and makes my eyelids heavy as lead, is what is required for assignments.    I remember my Nana taking me each summer to the public library to read for the summer reading program.  I remember reading aloud to my mom each night and how her praising words carried my literacy career far.  I have taken my own children to the library, to immerse them into literacy.  My youngest daughter is one of those readers who can read well, but chooses not to.  I believe that AR has had a major negative impact on her zeal for reading and has drained her passion for reading to a dull, agonizing chore.

I do agree with Ann Powell-Brown in that it would be very difficult for a teacher to shown genuine enthusiasm and love for reading, if they themselves are not actively engaged in reading themselves.  I think that the teachers can appreciate the important role that literacy plays in education, but not be able to let that appreciation mask a mediocre zest for reading.

Response to The Peter Effect:  Reading habits and attitudes of preservice teachers by Anthony J. Applegate and Mary Dekonty Applegate

The Peter Effect:  you give not because you have not.  This correlates with the other two articles that describe how a teacher’s belief and attitude towards reading has an impact on their own student’s learning to read, good or bad.    Teachers have the means to influence their students to read.  If the student’s cannot read, it is the teacher’s responsibility to equip them with the tools to learn how to read in order to unlock the power words have.  When we give students the ability to read, the students are able to go places for many years to come, long after they have left our class.

If teachers are going to expect parents to read aloud or read with their students and provide a print rich environment, it should definitely be expected in the classroom.   I had never thought that sometimes as teachers, we may give the impression to students and teachers to do as I say, not as I do or practice in my own classroom.

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