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Allowing students to choose their own texts when possible and pursue their own interests in their work can go a long way in boosting engagement

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Even if you choose something for your students specifically, they might hate it. They're very fickle lol

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Giving your students things they might not like/aren't familiar with is good for them and it is okay if they don't like it (just don't linger if they aren't engaged)

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Students want to be represented in what they read.

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For some students, "reading" = a task they're required to do for school regardless of their levels of interest; even if they read for fun on their own, they don't view it as "reading" in the same way

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Little access to books at home - nobody at home reads or has books - fully dependent on teachers' personal libraries

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Little access to books at home - nobody at home reads or has books - fully dependent on teachers' personal libraries

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Students like to read things that reflect their own interests.

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Teachers don't take the time to learn student preferences/interests. 

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Teachers don't take the time to learn student preferences/interests. 

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Fluency does not equal comprehension, and comprehension is more than understanding the surface story.

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There are students who love reading in class but have no desire to read outside of class. And that's okay!

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The power/privilege I have to potentially help mold my student's identity as a poet

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The power/privilege I have to potentially help mold my student's identity as a poet

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"The universal question is, How will my instruction help students to learn something about themselves and/or about others? To be responsive, we have to know students deeply” (Muhammed 70).

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Students don't like reading without choice. It can be a massive limiter on their thought process

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Students often don't have time to read on their own.

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KNOWING YOUR STUDENTS IS VITAL TO TEXT SELECTION

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KNOWING YOUR STUDENTS IS VITAL TO TEXT SELECTION

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Interest is fundamental for engagement. 

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Interest is fundamental for engagement. 

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Students can overcome an initially daunting text, like a complex poem, with enough context and can even end up being really engaged with a genre that they've never liked before if they adopt effective strategies for making meaning from it

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Readers are informed by their prior knowledge

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Students don't see themselves as having a choice to not like a book that the teacher says "is good"

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Sometimes fluidity in reading aloud does not equal comprehension.

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Prosody is a skill that needs to be taught--it isn't natural to all students.

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The student I interviewed learned to read from their parents and grandparents

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Not all students who love to read only read fiction - some really like nonfiction and biographies! Students have varied interests.

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Students recognize that they are being graded inequitably in their reading skills.

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Reading is a progression. Students are not going to know everything immediately and will try to dig for information if you give them a reason to

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Students have a really interesting view on what a good reader is

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Students still really love to read from a physical book