Question: I have some readers who pick the same book or types of books again and again. Shouldn’t I be pushing them toward more variety?
Juan is on a mission to know as much as he can about outer space. Day after day in his second-grade classroom, he immerses himself in books about space. Every single informational book he’s read in the past month has been about space. When he reads fiction, he prefers books that take place in space. If he can’t find a new book about space, he chooses to reread one he already spent time with. When Juan’s teacher suggests it may be time to move to a different topic, encouraging him instead to try out an ocean book or something from the sports bin, his interest in reading takes an immediate dive. It seems as though if Juan can’t be reading books about outer space, he’s not that interested in reading at all.
Sometimes students fall so in love with a topic, a series, an author, or a genre that it seems nothing else will do for them as readers. As teachers who know the importance variety can play in developing well-rounded readers, it’s not uncommon that we try to push students in another direction and in doing so, unintentionally create disengagement.
We worry less about about what many perceive as a reading rut – reading the same topic, book type, or title over and over again – and more about the level of engagement we see in a reader. Because Juan is so intentional and committed to his book choices, we don’t think he’s really in a rut. We think of a rut as a place we get stuck because we don’t know a better option. Students in true ruts look very different. They are students who aren’t truly engaged or excited about their reading. They are simply choosing the same types of texts over and over because they haven’t found or don’t know how to find a better or different option. These students will definitely benefit from our use of conferring time to support book choice. Continue reading “How can I support readers who pick the same types of books over and over again?”