Disagree

by Jessi Michaels

Created on: September 06, 2009   Last Updated: October 25, 2009

If you remember the little kid who hid behind the other kids when it was time to read orally, you may have been my classmate. I was a reluctant reader, but it was not oral reading that made me one. How a teacher handles opportunities for children to share their work will play a huge part in whether or not reluctance evolves. I do not believe in mandatory oral reading for my students, at least not class-wide. Whether we are reading as a class, or in groups, the most essential tool for the growth of educational risk taking is a non-threatening environment. It is not oral reading that causes reluctant readers, it is that reluctant readers are afraid to read orally.

The reasons for reluctancy in reading are many. Sometimes a child is simply just shy. Being the focus is an uncomfortable feeling that is anxiety provoking and often unnecessary. It is better to gradually reduce the reasons for the anxiety and allow the child to volunteer oral presentations, especially in reading. There are our learning disabled children as well. Those that know that even if you have control of behavior in your classroom, they are going to be reamed when they get outside for recess. How could anyone in that position not be reluctant? A secondary issue that arises from such a situation is a dislike of school and learning, which of course, is exactly what we, as educators, are trying to avoid.

So how do we get these children to share their work orally without sending them into a panic attack? We provide nurturing, encouragement, help, positive reinforcement, and the gift of time. When I am confronted by a reluctant reader who I know is truly afraid, I work with that child either in a very small comfortable setting of his or her peers, or individually. I listen to them read, I work with them as I do my less reluctant or enthusiastic readers but I remove the threatening environment that overwhelms them. One of my favorite classroom activities is sharing of journals. It is not mandated that my students share their work with their peers, but they are encouraged to if they prefer. The other children who are learning to be active listeners really enjoy this time of day. Every year I have the same situation. I begin with a few readers who are ready to jump at the opportunity and then I have a group who want no part. Slowly over time, the children develop closer friendships with their classmates, they know there is a no tolerance rule concerning teasing. I have children co-author their work which allows a partnership between a child who is less likely to take the risk with one who can't wait. It does not take long before both readers are sharing and there are few moments as wonderful in a teacher's life as these.

Allow your students time and a feeling of security, do not push or insist on oral reading. They will get there, and when they do, you will see it is not oral reading which creates the reluctant reader, when done properly it is the catalyst for building confidence and enthusiasm.

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