This course has been very insightful and informative for teachers delving into the world of reading instruction.  Looking back, I have learned about many important topics such as the impact early years of reading can have on a child, how deeply a teacher can affect a student, and how our experiences with reading can shape us as individuals.  While I’ve always known that reading was extremely important in the world of academia, I never understood the pertinence it held in everyday life. Ruddell’s article really stuck with me when he described the difference between an influential and non-influential teacher.  He stated, “influential teachers are those special teachers whom we recall in a vivid and positive way from our academic experience”. That was my purpose in becoming a teacher- to be one of those special teachers. Even though this course is specifically about teaching reading, I thought it was really great to include such an encouraging article in the reading.  The Peter Effect article also made me realize that the way I represent my own passion for reading can impact the students I teach. Peter the apostle said, “I cannot give what I do not have”. I am fortunate to have a love for reading and a passion for teaching that I can share and I think that really comes across in my teaching. This strengthens the teaching philosophy I have always followed.

I have realized that the reading process is way more complex than it might appear.  There are so many smaller pieces that people do not account for. Most think that you show students a word over and over and they either get it or they don’t.  I’ve learned that it could be a problem with phonemic awareness, vocabulary, comprehension, or a combination of factors. Students are so specific and individual that teachers really need to be aware of all the different needs floating around their classrooms. I have a better understanding of the reading process due to learning about early intervention assessments like the Yopp-Singer test.  Even though I teach high school students, I can more easily comprehend their backgrounds in reading. I also have gathered a lot of insight on metacognition. I have realized that students process information much better when they are aware and cognizant of their thinking. I want to use more metacognition activities to activate prior knowledge and encourage my students to explore the content we are providing.  I also want to take the time to teach them about metacognition and its benefits. I will be sure to model and scaffold during reading activities to help them grasp the most helpful strategies while reading.