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.