I spend a great portion of my time in classrooms helping students become more strategic, competent, and confident readers. I am a big advocate of active reading and teach students specific strategies that will help them construct deep and lasting meaning.
But, what happens when the "strategies" get in the way of strategic reading? I recently received the following Ask Angela request from a concerned parent addressing this issue:
I am in rather desperate need of advice due to the impact of active reading as employed by the local high school on my student, and I have been unsuccessful, as other parents have been unsuccessful. My childrens' school has a strict approach to active reading which is causing negativity and a large amount of cheating.
The school has an approach where active reading is no longer seen as a tool that each student should learn to employ their own way for their own learning style. It is mandated for every assignment.In some instances, where multiple highlighters are required students are expected to notate in the margins of each page a pertinent note, specific analysis, etc. – every single page, multiple notations. There are times when the items monitored simultaneously are in excess of five, more likely approaching 8-10, even down to reference to specific words.
My child is frustrated quite literally to tears over this active reading approach which did not add to her comprehension, and instead just slowed down her reading and diminished her comprehension. She notated in her texts anyway as she is forced into the rigorous approach by the school and honestly, despite a love of reading since quite small, this approach is causing her to hate reading.The frustration has a domino effect in regards to performance in other classes.
I would sincerely appreciate any help or advice you could provide. If you have a source of help that you can refer me to, anything, please do. We are running out of time in this semester and I'd like to approach this situation constructively with the school. Honestly, I can't take it for another year and a half, and to think that this situation may effectively set or destroy my child's confidence as she prepares for college. It is very upsetting.
Very sincerely.
With permission, I am sharing her story. Because this is a school rather than an individual teacher policy, our task is more challenging. I would appreciate any thoughts, ideas, and resources that I can share.
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