NotesFAQContact Us
Search Tips
ERIC Number: EJ934739
Record Type: Journal
Publication Date: 2011
Pages: 0
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0145-9635
Slow Reading
Newkirk, Thomas
Independent School, v70 n4 Sum 2011
In the early elementary years, teachers generally pay attention to the act of reading--to the appropriate skill level and pace. But as students move on in the educational system and get to an age when teachers expect them to read on their own, the author suspects teachers pay less and less attention to this problem of pace. When they push students to read too much in too little time, many feel overmatched and decide it is just not worth the effort. They then become experts at faking it. To use the author's own case, he regularly assigns reading, but he admits that he just as regularly fails to determine how much time it will take for some students to do the reading. This ignorance, he states, is inexcusable. He can hide behind the curriculum and claim that they have so many books to read and that the time given is reasonable, but that is a dodge. The fact is that he does not really know what he is asking them to do. One way to deal with this problem is to be curious: to ask students about reading speed, to learn what it takes for them to do some of this reading. The author believes in the value of "maintaining attention," of being fully present and alert. There is no hope of making the case for reading if teachers continually push students into superficial (or avoidance) mode of reading.
National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A