Thoughts on Cris Tovani's I Read it but Don't Get it

           As I began my practicum, I noticed that a substantial amount of my class does not seem to take reading very seriously.  It could be that they don’t feel like reading, are being lazy, or they could just be having trouble understanding the material.  In reviewing my students’ notebooks I do notice a few that, I can tell, have read the assignment, but most either didn’t do the work or they have duplicated someone else’s material.  Cris Tovani’s I Read it but Don’t Get it is a very timely read as we begin our work with adolescents. 

            Tovani has provided a very valuable guide for secondary school teachers, in spite of getting resistance from colleagues who don’t feel they should have to teach their students good reading techniques.  She explains that we are all “readers,” but the key to success is to be a “good” reader.  Not only do we want to encourage all of our students to be readers, but many need to be taught better reading techniques and, to be “lifelong” readers.  Admittedly, it has been a few years since I was a secondary student.  I don’t recall ever “decoding” but I do recall reciting, reciting the words out loud or in my head.  A majority of the time I would just stare at the pages, being mindful to turn them every couple of minutes just to make it look like I was reading.  I really struggled as an adolescent with reading. 

            Tovani has some very valuable and proven techniques in her pages to suggest to struggling readers.  I really like the logic behind “modeling” for our students, including reading out loud.  That we listen to the voices in our heads to tell if we are maintaining focus.  I think the “Comprehension Constructor” puts the skimming for details and thinking out loud, prior to the reading, on paper and will be very useful.  The exercise for just looking for certain details in a reading, like the house example, sure helps take away from the daunting nature of a reading assignment.  I told myself throughout this book too, “check the students’ for background knowledge.”

            My cooperating teacher and another staff member at my high school have arranged for me to teach reading to struggling 9^th graders, beginning next semester. This will be in addition to my content area classes.  I can’t express how thrilled I am to be given this opportunity.  This book will be my guide for each lesson I plan.  I feel very prepared now.