Chapter 3

I think that the most important parts of this chapter were mostly the author’s opinions than the actual data. Although I did like the list of what constitutes as a struggling reader, I feel that there were so many aspects to it that it could pertain to anyone. For instance I read out loud all the time, but I do not necessarily identify myself as a struggling reader. Perhaps that a struggling reader has a collection of these aspects. But I did enjoy her mentioning that a teacher must be able to teach in more than type of instruction. English grammar and reading has so many options for how students learn that I feel that this is so important to be brought up. If we have so many students with different characteristic of being a struggling reader, a teacher must realize how to accommodate those learning styles. “Reading is a social process.” I love this statement. It brings the entire chapter together. A student must understand what his is reading to enjoy it. Some comprehension can come from simple discussion, whether it is because they do not understand the content, or bringing other ideas into the conversation. Having reading become a social matter in the classroom is such a strong notion in the class.