Chapter - 4

In chapter four of Readicide Mr. Gallagher “addresses another key contributor to readicide - the under teaching of books.” In the previous chapter Mr. Gallagher discussed the over teaching of books, a process that is typified by teachers who break cut books up into numerous small chunks, which disrupts the students’ reading flow. Mr. Gallagher asserts that as teachers me must find the “sweet spot” between these two extremes to ensure that our students are achieving the reading flow. The author gives us some examples of how, as teachers, we can achieve this goal. Mr. Gallagher reminds us that as teachers we must realize that when we are in the classroom we are the “experts” when it comes to reading. Therefore, it is useful to begin a reading by demonstrating for our students how we analyze texts. This can be done by a simple read aloud where we walk our students through our thought processes. You should also begin by framing the text for your students. This is accomplished by giving them some background knowledge about the text. Next, we should allow our students time to read over the text by themselves so the can familiarize themselves with it. Then as a class you should read over a portion of the text together so students can understand the deeper meaning of the reading. This technique is called second or third draft reading. We should also teach our students how to analyze text by showing them how to highlight and take notes while they are reading the text. If we do these things we are teaching both the reader and the reading. We are giving our students the tools they need to become analytical, and at the same time by not under teaching a book instilling in them a joy for reading, which is one of our main objectives as teachers.

Readicide Chapter 3

In this chapter Gallagher discusses how Readicide is promoted through the over teaching of books. Mr. Gallagher contends that "in teaching academic texts students are drowning in a sea of sticky notes, worksheets, and quizzes. As a result, the trivial is often highlighted at the expense of the meaningful" (Gallagher p.76). This over analysis of books does not allows students to enter into the "reading flow" - a place where "people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost" (Gallagher p. 61). The "reading flow" is that point where the reader is fully immersed in the text, and it is in this state of mind that the reader truly understand the joy of reading.

But how do we, as educators, instill this joy of reading in our students? One way is to simply explain to our students how important reading is. We do this by showing them how reading impacts their lives. I had an English teacher in high school who did just that. He explained to us how reading was the only medium by which we can experience events that we may otherwise never be exposed to. When we read we are allowed an insight into the world that is truly unique, because we are taken out of our own psyche, and placed into the authors mind. Through these reading experiences we expand our knowledge about the world, and in doing so we become more well rounded individuals. However, when we chop books up we destroy the novel, and students are unable to glean any real significance. What we have to do is make reading relevant to our students lives. When they are able to connect what they are reading with their own lives they will discover the true joy of reading.