Reading Response 2-Tovani Text Chapters 1&2

Chapters 1 and 2 in Do I Really Have to Teach Reading? includes several reading strategies that good readers use to comprehend their texts, such as visualization, asking questions, summarizing, and making connections. However, the quantity of reading strategies, notes Tovani, should not outweigh the depth of knowledge only a few strategies could bring to reading comprehension.

I have heard the phrase “holding thinking” a few times in my studies, but I did not fully comprehend its meaning until Tovani listed several techniques readers use to do this very thing. Making my own connections while reading this text, I considered how often I employed these “fix up” strategies in my other readings to hold my thinking. I have often visualized what the text relates; I have stopped to reread certain paragraphs to refocus my thoughts and to find answers to my questions; I have also highlighted and sticky noted specific areas of my readings. As Tovani mentioned with her students, I think my thinking has been stopped short because of time pressures or too many simple assignments before I could delve into my readings.

Tovani’s comment regarding too much pressure on teachers struck me, especially when her answer was so simple: as teachers, we will have to let something give, whether it is the amount of content material we teach or the number of strategies we employ so students may increase their reading and learning skills. As a fellow English teacher, I think my job and Tovani’s job is almost exempt from this “something’s gotta give” mentality since our content material is all about reading! At the same time, however, I suppose that means that I will still need to give up some classics so we as a class can deeply dive into other ones. Quality, it seems you conquer quantity yet again.

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Portland, ME: Stenhouse.

Reading Response 1- Facebook: Detrimental to Health?

I almost feel guilty writing my response post to these articles--"Too much Facebook time may be unhealthy for kids [Updated]" by Daniela Hernandez and "Facebook: Public Health Danger" by Keith Ablow--on a social networking site. Both articles refered to the same study Dr. Rozen presented at a convention in Washington, D.C.; the study revealed that frequent use of Facebook and Twitter leads to an increase in paranoia, anxiety, narcissism, and, ironically, antisocial personality disorders. Teenagers, obviously, are the most susceptible to these detrimental health changes since they are the most targeted social network users. Because Facebook and Twitter provide instant access to proclaiming oneself, a user often finds his self-esteem boosted by the amount of friends or followers he has and the idea that that audience is captivated by every thought he displays. In conclusion, the articles were generally negative towards social networking sites despite admitting the connections they bring between people and the potentially positive affects they may have on a shy person's self-esteem.

Social networking does seem to overtake some lives, including mine; I often find myself checking my notifications throughout the day despite my determination to complete homework or study (which, according to the articles, explains some of my awful scores). I can also understand how Facebook or Twitter distracts from reality and allows users to live in a cushion fantasy world where few people can reject them; however, I am not sure I understand how this would make users antisocial. When the article says antisocial, does it mean antisocial in life outside of the Internet? In which case, I suppose I understand since the user would not have much experience in live conversations where responses may be impulsive and imperfect rather than edited or deleted.

I read the articles outloud to my friend which allowed us to share our thoughts about the articles together. This partner sharing encouraged me to continue reading the articles and continue expanding my thoughts about them.