Tag Archives: Cris Tovani

Wuthering Heights 1: This is going to be rough…


I have a confession to make: I am not a fan of Gothic Literature. In fact, I deliberately avoided taking courses involving Jane Eyre and books of that ilk when in university. I have dabbled in reading them… and, heretofore, those books don’t ‘do it’ for me.

But… in the short time I have bee in my new position as Learning Coordinator for Literacy & English and Student Success, I have had the amazing opportunity to learn by reading, by attending workshops, by having amazing conversations, by observing powerful presenters and teachers. And I have been exposed to ideas I haven’t really considered before.

In particular, the idea that explicit reading and comprehension instruction should, according to some authors I have read, continue throughout high school gives me pause.  And these are ideas propounded by high school teachers — albeit American high school teachers — but they still have elements in them that have gotten me… pondering.

So, since I am the type of person who can only learn when I actually do something — as opposed to simply reading about it or watching it — , I thought I would put some of this reading theory to the test — on myself.

After reading two texts each of  Cris Tovani and Kelly Gallagher , here are some of their ideas that are fueling my ‘thesis’ or my hypothesis or simply my plan:

  • “Reading is hard — and hard is good” says Kelly Gallagher, and from this I take that we can’t altogether jettison the so-called classics outright simply because the language, context, story or ideas are ‘too hard’. There is value in facing and conquering a difficult text — even if we don’t like it. Gallagher goes on to say “There is a difference between liking a text and valuing a text.”
  • There are behaviours or habits that successful readers perform when reading, often without being aware of them, as outlined in Tovani’s book, I Read It But I Don’t Get It. But I want to hold out hope that these behaviours can be modelled, explicit taught, learned and ultimately internalized by struggling or reluctant learners.
  • In addition, there are strategies successful readers use when they run into trouble while reading (“when meaning breaks down”). And again, these strategies can be learned by our students.
  • Lastly, as a teacher, there are activities that I can and really must employ to increase the chances that most of my learners will get through a difficult text.

So, my plan is to try to read a text that, from this vantage point, I don’t want to read / I am not intrinsically drawn to. But I am going to try to read this text following the ideas and frameworks of these two reading instruction gurus to see if it has some merit. And I am going to attempt to chronicle this reading excursion here….

Here goes.