Chapter 2: Creating Independent Readers

I should begin by saying that I absolutely love the way this textbook is set-up. I really enjoy how Kylene Beers begins each chapter with a letter to her past student, George. Beers shares her experiences and admits to her mistakes that will inevitably help us, as future educators, learn from her experiences to enhance our own. There are definitely a lot of George’s out there, and as future teachers it is paramount that we learn how to accommodate struggling readers like George.  

I really enjoyed Beers point that not every student that struggles in reading is going to show the universal signs of a so-called, typical, ‘struggling reader.” Sometimes the students that struggle with reading are the ones that we had the least concerns about. Another point that Beers made that seems like common sense, but all teachers need to understand is, “Remember that anyone can struggle given the right text. The struggle isn’t the issue; the issue is what the reader does when the text gets tough.” (p. 15). We, as future educators, cannot just assume children know how to read; we must teach them the skills necessary to read. This will vary from individual to individual.

I also enjoyed how Beers described the difference between independent and dependent readers. I have never heard of a distinction between different types of readers. Figure 2.2 is very helpful in describing how independent and dependent readers struggle with a text. Independent readers have the skills necessary to get through a text when they are struggling. Dependent readers, by contrast, do not have these skills. They depend on an outside source to tell them what to do or to do it for them. So, the big question is, how do we move dependent readers toward becoming independent readers?

Beers provides us with three areas that dependent readers struggle in:

1.      Dependent readers may lack the cognitive abilities to read independently.

2.      Dependent readers may have negative attitudes towards reading.

3.      Dependent readers may not know what type of books they may enjoy.

After identifying which area our children are struggling with, we will be able to move forward in helping our students become independent readers. I believe the key in helping any student that is struggling with reading, is to first identify which area they are struggling in. Not every student will need extra attention in comprehension, vocabulary, word recognition, or fluency. It will vary among students, and with that being said it is absolutely necessary that we teach to meet our student’s individual needs.