After today’s reading, I realized that there is much more that goes into reading then one really thinks about. I guess I never really thought about how much goes into reading comprehension and how there are different reader profiles. I found the reader profiles interesting. From the text, I learned that I am a literalist and sometimes a quiz contestant. Overall, I think that when I am reading for school (basically throughout my entire schooling) I will go back to where the answer is in the text, even if I remember it or not, and then write the answer as it was literally stated in the book. It may not be word for word, but it is close. I would say I am also a quiz contestant though at the same time. I think this because a lot of time I connect whatever I am reading to personal stories or things that I have heard of and then I will answer based on my other experiences. This kind of sounds like the definition to quiz contestants, “provide answers that are logically correct but disconnected from the text” (p. 121). I feel that most of the kids I read with respond like left fielders or authors. Many of the students either say whatever they think, regardless if it is connected or not, or they completely make up their own story all together. I wonder if their profile will change as they grow older and become more advanced readers?
I am concerned about my lesson plan because I still have yet to meet with my teacher, due to snow days and president’s day. I have some ideas, but I am feeling pretty lost.
-Nicki
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I agree with Nicki in that I never realized how much goes into reading comprehension. I never thought of people as having different profiles. Depending on which profile(s) students fit into these profiles will greatly influence how they comprehend what they are reading. For example, if students are literalists, they will have trouble digging deeper into the text to find themes or deeper meanings and will often refer to the direct words in the text to find answers, when in fact they are being asked to read in between the lines. Relfecting back to my literature class in high school, I fit into the politician profile. I always said what I thought the teacher wanted me to say. Like Nicki, I too have students in the field placement that are left fielders or authors. They answer the questions in ways that are completely disconnected from the text, or they highly elaborate the text. In order to be effective langauge arts teachers and to teach reading comprehension, we need to figure out the profiles of the learners and use this to instruct our curriculum.
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