Many readers are characterized as struggling, reluctant, learning disabled, or dyslexic. And that they need intervention, tutoring, or a reading program. Unfortunately, many of our young readers are told that they need help in order to overcome their problem.
However, what many of them really need is…
Not only about content, but the nature of our languages, linguistics, and literacies.
When we started with goals of building positive relationships and reader’s identity, grandparents saw transformation in their granddaughter, who became the one who wanted to read aloud Trivia Pursuit cards. A dad, who frantically looked all over the house, found his son completely engrossed in stories of survival on the back patio. Parents who let go of reading levels and instead checked out reading series about strong-willed children had their children wanting more the next week.
In a restorative circle, we can ask and explore among ourselves how every necessary aspect of literacy instruction—decoding, fluency, comprehension, vocabulary, writing, assigned readings, and reflection—can be underpinned with resiliency and positivity.
In other words, instead of remediating or fixing the reader, how do we delightfully explore the depth and breadth of literacies