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Reluctant or Resisting? by Ryan M. Hanna
Let’s talk about the famed reluctant reader. The reader that countless blogs, professional teaching books, and think tanks work overtime at figuring out. Reluctance can be caused by a wide variety (and sometimes combination) of reasons: the students may struggle with reading, literacy support may be lacking in their homes, there’s no one to help them obtain quality books to read, or they are reading the wrong books (either too hard or not of interest to them). But, have no fear –reluctance is surmountable! I have found success each year with my reluctant readers by being a reader myself and having bookshelves full of books, tables stacked with books, desks stacked with books, books, and more books! A reluctant reader needs more than a vague comment endorsing a book. This is a great book. You’ll like it. A reluctant reader needs the freedom to turn down the recommendations of an unrelenting teacher who is ready to move to the next book in the stack and won’t stop until a connection is made. For them, enjoyment in reading for them will depend on the ability to get new, engaging reading material (that they can successfully comprehend) into their hands as soon as possible. And it’s become my mission to connect these kids with books that they’ll love and that will hopefully turn them into avid readers at a younger age. (Note: I am constantly replenishing my bookshelves with brand new books. By new, I mean recently released books. It is important for teachers, as difficult as it may be with financial constraints, to frequently buy new books. At times when I cannot buy new books, I check out books using my educator library card and allow students to borrow them. A risk? Yes. A risk worth taking? For me, yes. I browse Goodwill, other thrift shops, garage sales, and frequent the public library “discarded book” events. Scholastic Book Clubs is another great resource for getting new books into kids’ hands. Earning bonus points is a benefit when your students order books. Teachers can also check for the nearest Scholastic Warehouse Sale, where you can get cheaper books and also volunteer for free books.)
Let’s also talk about the students in my classroom who have been wrongly mislabeled as reluctant. I know they’re not just simply reluctant because my successful tricks do not work as well with them (or sometimes at all). I know this because there’s a big difference between the statements “I don’t like to read” and “I hate to read.” I have begun to recognize that this group of readers is not reluctant – they’re “resisting” readers. The “resisting” reader is one who can read (often well), but chooses not to because they don’t seem to like the physical act of reading and often refuse to spend any of their time reading, except in cases where reading is the only option – such as in the 90-minute reading block, when grades are involved, or when they’re being forced.
I’ve found that unearthing the books “resisting” readers find truly irresistible doesn’t always end up changing their overall perspective of reading. The book themselves, often filled with colorful characters and imaginative plots, isn’t the issue. It seems that the obstacle can be the act of reading itself or the loss of time for other, more preferred activities. With that said, even those that “resist” end up reading a lot throughout the school year, conquer the 40 Book Challenge (thanks to Donalyn Miller for this great idea), and often really like the books they’ve read. One in particular comes to mind from this past year. He read, and raved about, every book in the Vladimir Tod series by Heather Brewer. I spent extra time reading the books myself so that I could understand his progress and hold good conversations with him about the books. After our reading conferences and hearing him talk about his enjoyment of the book, I was convinced that I had finally made progress with him. At the end of the year, I ask all of my students how they feel about reading and if their feelings have changed. I was waiting for my Vladimir Tod fan to say, “I love reading!” What I got was, “I liked those books, but I still hate to read.” Most of my students had changed – they enjoyed reading more now. But, all I could focus on was him. I couldn’t process this situation: he had read a lot, loved the books he read, yet still somehow hated to read. When I privately asked him why later that day, he replied that he would rather spend his time playing video games, playing outside, or watching television. (Author’s Note: I do think there are times when a student may say they hate reading in order to feel in control and not like you “changed them”. Some students may want to seem tough or unaffected by their teacher.)
I take this struggle personally. I view it as my own failure. I wonder – what am I doing wrong? What could I have done differently? I realize now that every teacher has a few kids each year who are especially difficult to reach and I think these aren’t our reluctant readers – they’re our “resisting” readers. I sincerely believe that we should never stop trying with these students. We should never give up.
As Nerdy Book Clubbers, of course we want every reader to be the one who devours books– inside and outside of our classroom. However, I am not sure this is realistic for every reader and I think that has to be okay, for there are countless people in the world who are successful, bright, and capable who don’t read all that often. What we must remember as educators is that there are many, many reading lives our students may live and that each one is valuable. Just because they may not like reading now doesn’t mean they won’t love it when they’re older. We must accept when they say they are choosing not to read at a specific time; however we should not and will not accept the choice to never read. Our job is to never stop promoting great books to ALL readers, no matter if they are past students, relatives, or even kids we don’t know browsing in a bookstore. Our job is to help every reader– reluctant, resisting, or avid – experience the power of reading and instill in them the belief that reading, in whatever form or duration, is important.
Ryan Hanna is a fifth-grade teacher in Cincinnati, Ohio, and has been teaching for nine years. He served as a Scholastic Book Clubs Teacher Advisor for two years and was named his school’s Teacher of the Year in 2012. Ryan is a fortunate member of the Nerdy Book Club and is a fanatic about recycling (and reading). You can find him on Twitter @rantryan and on his blog at www.seipelt5.blogspot.com.
Nerdy Book Club 
Great post, Ryan! I agree it is difficult for us to hear a student say “I hate to read” especially after seeing them find and enjoy a book or series. I think it’s important to remember that we are “planting seeds” and those seeds may not sprout until later in that child’s life. My own daughter was a good reader in elementary and middle school, but she didn’t enjoy it. It wasn’t until her senior year of high school that her love of ready developed. I try to remember that none of those positive reading experiences goes to waste.
I love the idea of planting seeds. That is a great way to explain what we must do and I am especially happy to hear about your daughter’s eventual love of reading. That happenes to me later in life, as well.
*happened
This is my favorite line: “What we must remember as educators is that there are many, many reading lives our students may live and that each one is valuable.” I love the balance in your post – encouraging teachers to keep trying with all kinds of readers to help them choose books they love and provide an environment in which they are supported, but also forgiving ourselves for the humanity of our students. You never know how the Vladimir Tod experience (don’t know that series – I need to look it up) made a difference. Great, thoughtful post, Ryan!
Vladimir Tod is a bit “older” but a hit with some of my students. I think you are right – balance is what it is about =)
Another great post!
You’re sweet!
I really appreciate this message. I think we all try so hard to reach every reader and we all have students like the Vladimir Tod student you talked about. It is hard to let go of the feeling of having somehow failed those students. I love your message and it is true that we will not create voracious readers out of all kids and that can be okay. Thanks for the reminder to continue to work to promote the love of reading but to also respect the reading lives of all students.
Your students are lucky that you recognize this and never give up on them either!
Great post, Ryan. I like the distinction and truth in your line: “I know this because there’s a big difference between the statements “I don’t like to read” and “I hate to read.””
In my case, there was also a “I’m going to act like I don’t like to read so you won’t make me read ALL those books (and perhaps save some locker room/street-cred face in the process.).”
Good luck preaching the faith! Keep feeding those readers, they’ll all find something they like, or love, or “hate”.
You’re so right – I have had students who want to display that street-cred you mentioned. Great word for it. Thanks for reading.
My adult daughter is a voracious reader but as a new reader she silently struggled until it was discovered she could not see the words! She was neither resistant nor reluctant…she thought reading was that hard for everyone! It took years of vision therapy to get her eyes to properly work together, not just a matter of corrective lenses. I would implore all teachers (and parents) to be diligent in not just labeling a student as a slow, reluctant or resistant reader.
This is very true and not something I considered. Labels are very limiting.
Great response! I never really thought of that concern w/ undiagnosed physical problems. I’ve dealt with it re undiagnosed learning disabilities. It can be so hard for teachers, esp if there a lot of behavior problems in a class, to take a step back and think outside the box in trying to help kids to read. Often, the 1 on 1 attention needed is just impossible to achieve when you’re dealing w/ frequent outbursts. One of my favorite exs of this was with a kid I was mentoring- his English teacher didn’t think he was that bright b/c he wasn’t very thoughtful about what they read in class, but I knew from talking w/ him that he was intelligent. He loved to tell stories, was great at picking up on ironies, and loved to rhyme. One day, I took him out to pizza and he was talking about how much he hated English and referred to his teacher as “June the Buffoon!” It cracked me up- I thought it was great for a tough-guy kid, who never read and had a fairly limited vocabulary to spontaneously come up with “June the Buffoon.” I told him to be more respectful of his teacher but complimented him for the rhyme 🙂 Anyway, we eventually did get him diagnosed for a learning disability, so I think your point about avoiding labels is useful.
My son was a resistant reader in high school. Part if the problem was honors English. He couldn’t fathom reading f
What type of reader is he now?
I love your post, Ryan. The resistant reader is so tricky. I love the message that you share that includes nurturing an appreciation for the power of reading. Like you, I take it personally when it doesn’t seem like I’ve reached the “one”. Thank you for the caring reminder to make sure that we are just as intentional with resistant reader as we are with the reluctant and avid readers. You ROCK!!!
You rock too. I hope you have a great school year.
Ryan, I loved your very positive post and responses. As a librarian for 17 years, I would tell the kindergarten students as well as the seniors, that readers can be born at any age. I told them about my daughter who didn’t like to read throughout her school years, It was only after college that she slowly start to wade into reading…it was her choice of books and reading what she wanted. Now she loves to read; but I would say to students, “I know one day she will find a book that she loves and a reader is born!” I have always encouraged students that a reader can be bloom at any age. I love reading so much it was just natural for me to express excitement and enthusiasm about books of any genre in the library to any students, I used my love of reading to “help” them choose a book and always said, “If you do not like the first few chapters, please come back and take another book. Please don’t read/keep a book you don’t like.” This worked for many students and they felt comfortable coming to the library to return and ask for help to find another book. When they came to the library, it was important the students felt the welcoming atmosphere in the library and that their voice and choice in reading would be respected. Many readers were born, one book at a time.
I loved your line, that readers can be born at any age. May I steal it? 😉
Ryan, thank you so much for your thoughtful post about encouraging children to read. As someone who used to mentor children who were reluctant readers, I know how challenging of an emotional battle it can be. If it’s any consolation to you when you’re feeling frustrated about your kids not loving to read, I think there is value in encouraging children to read, regardless of whether or not they become readers themselves. The encouragement alone can be a positive experience, esp if you are dealing with children from troubled homes.
I recently wrote a blog about how shared reading memories can make people appreciate one another. I focus a lot on my family in the blog because they are the ones who made me realize that, but I conclude by mentioning the boy I mentored- he’s discovered reading while unfortunately serving time in a juvenile detention facility (kind of like what you said in you’re blog about the child who would rather be doing other things- he for the 1st time has no option but to read). I don’t know if he’ll keep it up after he’s out. But, right now he’s writing me letters and telling me about his new reading habit. I think that is his way of thanking me for all the nagging I did about reading because on some level he knows I nagged because I cared. In your case, I think while all kids would outwardly say they wished they didn’t have homework or didn’t have to read, positive adults encouraging them to do things that they might not yet appreciate is what keeps kids grounded. Thanks again for your post, and if you’d like to read my blog, you can find it here: http://janemartynauthor.wordpress.com/2013/08/24/reading-a-family-affair/
I agree with you – positive encouragement is the key. I am going to read your post now!
What a great post. My daughter struggled with reading when she was younger. Her senior year I heard her discussing a trilogy with a teacher I worked with. She had been reading her entire senior year but kept it hidden from me. She makes sure her children has tons of books and she reads to them. She had favorite books as a child she just struggled. I have a student this year who told me he hated school. We broke it down to he hated reading. When we got to the core of it he hated the canned reading programs he was forced to endure, he was slow and didn’t always understand the words. When I told him he could choose his own books in my class and that I would help him and I would show him how to break a book up so it seemed manageable he said he would try. He was the first to check out a book and day two of reading he was twenty pages in. That was a lot for him. Sometimes we have to let kids know that we will stick with them and help them to find what works for them instead of cramming piecemeal strategies down their throat that make them hate reading. We have to teach strategies but there are ways to do it without destroying the reader.
I am sad for that student who hated reading due to the “programs” he suffered through. Student choice is so important. I am so happy to hear the story of your daughter!
It wasn’t until her late thirties that someone I am close to finally became a voracious reader. She had extra reading classes in school and struggled. She eventually became a better reader, but never loved it as a student. It makes me smile to see her active in a book club and even starting a blog about books. I liked your phrase, “many reading lives.”
My magic words for a reluctant/resistant reader– “I bought this for you.” Those are 5 very loaded words that say: I know you, I listen to you, I know what you like and what is important to you, I went to the bookstore (or the bookshelf or library or wherever) and I was thinking about you, I know what you are capable of reading, I’ve found a character or conflict that matches what you need to experience, I spent this $6 on you because you are that important to me.
And then if you really want to blow their minds, add “You can keep it when you’re done.” Or I tell them to pass it on to someone else in our class that they think will like it, too, and let them have that experience of sharing a story that was important to them. I can’t wait to get to know my next round of readers soon!
I love your ideas and employ them a lot more now than I used to. I let go of the concern that some of my books may not return and stopped worrying about the cost. I buy books for kids all the time. Your students are lucky!