"I Read it but I Don't Get it."

What struck me about this book was how much it actually applied to me as a student. During the fake reading section, I found that I was reading about myself. Often, when I don't have time to read, I will skim a text until I make it work. I don't like to do that, but when I don't have an assignment or something to do with the reading, I find that I am less likely to complete the reading. I also have found that in my school setting. When I ask students to read something and don't give them a lens or reason to do it, the words of the reading often go over their head and they can't actually comprehend it. 
Giving students a lens through which to read and how to read a text. Don't just give them a vague reason to read ("there will be a test on it"), say "I want you to read this for the different characters and fill out this sheet so we can talk about it tomorrow!". Give students a reason to read and really look for certain aspects of a text, and they will understand more. 
I think that this book is important for all new teachers (and maybe old ones too) to read and implement in their reading-heavy classes. It really taps in to what students struggle with in English classes especially.

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