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I feel like this is the reality of every single classroom. I am guilty of it myself even. This concept of "fake reading" more than likely exists because students are more concerned with sounding like proficient readers than actually understanding what they are reading.

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I used to do this very thing when I was little. I would sit and stare at the book in front of me and simply read the sentence without asking myself what I just read.

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I've experienced this and it seems really easy to do this.

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I've experienced this and it seems really easy to do this.

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I like this quotation because it explains the balance that teachers are faced with when they chose a reading. The reading has to be accessible for the students while pushing their reading abilities forward. We want the students to get the content in the reading while also learning how to read other material that is not immediately in front of them.

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I agree with this quote. I think that students can have good literacy skills while lacking comprehension skills. We have all been in a class where we have read something without any issues but inevitably did not comprehend what we read.

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I agree with this quote. I think that students can have good literacy skills while lacking comprehension skills. We have all been in a class where we have read something without any issues but inevitably did not comprehend what we read.

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Some students can even reach adulthood and feel that they are seriously lacking in the skills to read things quickly and effectively. This is something that isn't easy and can't be done alone, it has to be taught somewhat. Reading skills should not be something we stop teaching at a young age, they should be built upon and updated repeatedly over a students educational path.

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I really like this idea that they need access to what's in the readings, because even if students are capable of reading something, it doesn't mean that they'll be able to take away what we want them to. 

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I really like this idea that they need access to what's in the readings, because even if students are capable of reading something, it doesn't mean that they'll be able to take away what we want them to. 

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This is something that I believe Social Studies teachers need to implement. There are so many times where students just can't analyze material, so I believe teachers should equip their students with the strategies and structures in order to help them succeed.

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Not only do I believe this, I can relate to it. Sometimes reading is so much of a hassle that students simply don't do it. Instead, they wait for teacher/peer contribution. 

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Not only do I believe this, I can relate to it. Sometimes reading is so much of a hassle that students simply don't do it. Instead, they wait for teacher/peer contribution. 

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This made me feel better about my personal struggles with reading comprehension. I particularly could relate with having to re-read. This text normalized having to re-read for comprehension

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This made me feel better about my personal struggles with reading comprehension. I particularly could relate with having to re-read. This text normalized having to re-read for comprehension

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This is relatable not just in class room settings, but even on my on time, at times I have "covered" the reading but took nothing away from it. Very understandable for this to happen in any level of classroom

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I believe that this is something that every teacher needs to keep in the back of their mind when teaching kids how to read and process information. I know the text talks about this but in the actual classroom I feel like it is really hard to make that balance. I want students to struggle with the text they have been given at times, but this is really time consuming. I am tempted to simply label the parts of the readings that are important rather than making them do this, though I know allowing them to find and comprehend themselves is beneficial.

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I totally agree. Something like this padlet response really helps readers come together and communicate important ideas from the reading. This is an example of a structurized review of a reading.

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I totally agree. Something like this padlet response really helps readers come together and communicate important ideas from the reading. This is an example of a structurized review of a reading.

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Comprehension is so tricky, and that's why I agree with this quote so much, because it is impossible to comprehend something if you just don't want to. Even if you usually comprehend readings, sometimes things are too distracting and it's impossible even for the best readers. 

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Comprehension is so tricky, and that's why I agree with this quote so much, because it is impossible to comprehend something if you just don't want to. Even if you usually comprehend readings, sometimes things are too distracting and it's impossible even for the best readers. 

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Because of jargon and technical and advanced language, content reading can be hard to understand, let alone comprehend. Having word definitions with a reading may make things easier, but it is not going to solve every problem.

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I think the reality is that this phenomena only gets worse in secondary school too. If students don't feel like they already have the basic reading skills to understand and recite a document or piece of text on a basic level, then they should not even try in the first place when it comes to more complex text pieces.

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I think the reality is that this phenomena only gets worse in secondary school too. If students don't feel like they already have the basic reading skills to understand and recite a document or piece of text on a basic level, then they should not even try in the first place when it comes to more complex text pieces.

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I like this quote a lot because there have been readings even this semester that I struggled to comprehend. It was when we did an activity with the specific reading that I fully understood it. Teachers must recognize that not every student will understand the reading, and that through activities or strategies, students may be able to gain comprehension.

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That is one thing that I really like about this class. I feel like we are learning how to do this. As newborn teachers, a lot of this stuff is new. Sometimes it is shocking. I never realized how problematic assigning certain readings could be. I have enjoyed learning techniques to make my provided texts friendlier and more accessible for my students.

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That is one thing that I really like about this class. I feel like we are learning how to do this. As newborn teachers, a lot of this stuff is new. Sometimes it is shocking. I never realized how problematic assigning certain readings could be. I have enjoyed learning techniques to make my provided texts friendlier and more accessible for my students.

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While this seems like common sense it is important to actually put it into practice. Its stressful to think that some students will not learn essential content that they have the ability to comprehend just because the format of the text in question is not condusive to learning

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This is so apparent in all classrooms across the country. Struggling readers who do not get the help they need to boost their comprehension skills will simply see reading as a passive action and not see its importance.

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This is so apparent in all classrooms across the country. Struggling readers who do not get the help they need to boost their comprehension skills will simply see reading as a passive action and not see its importance.

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"Fake reading" is the reason that it is so hard for teachers to know whether students are thinking about what they are reading. Teachers cannot get inside the heads of their students and see what is going on. As a result, teachers have to teach reading comprehension and then always be assessing whether or not the students are comprehending. 

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"Fake reading" is the reason that it is so hard for teachers to know whether students are thinking about what they are reading. Teachers cannot get inside the heads of their students and see what is going on. As a result, teachers have to teach reading comprehension and then always be assessing whether or not the students are comprehending. 

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I feel like one way as teachers we can help build their reading skills is giving them small parts and building up the amount over time.

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I feel like one way as teachers we can help build their reading skills is giving them small parts and building up the amount over time.

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Our goals as future educators should be to provide students with scaffolding that they can use in the long-term. It should not be the case where once a student leaves a class they forget everything they have learned. Not only do we need to work on the present and short-term goals, we also need to teach to help students with their future and long-term goals.

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Our goals as future educators should be to provide students with scaffolding that they can use in the long-term. It should not be the case where once a student leaves a class they forget everything they have learned. Not only do we need to work on the present and short-term goals, we also need to teach to help students with their future and long-term goals.

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I even still do this sometimes. It can be easier sometimes to skim through a reading before going to class so that you can have enough information to participate. However, this doesn't foster an attitude towards reading for comprehension or for even remembering what you read long term.

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I think as social studies teachers, this is a big thing to understand. Most historical pieces contain a lot more formal language than what kids are used to seeing. I think that is why it is important to make readings friendlier and more accessible to students

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I think as social studies teachers, this is a big thing to understand. Most historical pieces contain a lot more formal language than what kids are used to seeing. I think that is why it is important to make readings friendlier and more accessible to students

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I know as a student there are a lot of times that I read something just to get through it and not actively engage in the process. If I fall victim to that, then I know my students will also especially students that struggle to read. As a teacher, I have communicate to my students the purpose in reading so they see it as worth their time and not simply something to get through.

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This is true, especially in content classes. Students need to be given the knowledge before they can comprehend the reading ( primary sources). It's important to have a base to build on.

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This is an important quote because while it is important to modify readings for access it is equally important for those readings to be used long term development. One without the other is pointless.

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In the words of the Hannah Montana theme song... you get the best of both worlds.

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This is a very real take on what happens in the classroom today. As teachers, we should make readings interesting for students so that they want to learn more about history.

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I agree with this. If we aren't providing them with this, no one else is going to do it for us. Also, they may not have the skills to do this individually and are more likely to give up.

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As a student, when I got readings to do in class, a lot of times I would take out a highlighter, skim the paper, and then draw all over it and highlight things that looked important. This made my teacher think I was engaged but I was actually learning nothing. 

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As a student, when I got readings to do in class, a lot of times I would take out a highlighter, skim the paper, and then draw all over it and highlight things that looked important. This made my teacher think I was engaged but I was actually learning nothing. 