By: Elizabeth Rowland
Reading Identity
A student’s reading identity refers to how they believe they are in understanding a text, the value they place on reading, and the understanding of what it means to be a reader. When you develop students' reading identity, they see themselves as readers and what they need to improve on as a reader. When students identify as a reader, they are more likely to read in their free time. This helps promote lifelong readers. In the book Passionate Readers- The Art of Reaching and Engaging Every Child; Pernille Ripp suggest creating an environment where student’s reading identity is explored and solidified. To do this, she has students take a reading identity survey, conferences with students about their reading, and helps students make reading goals. (Ripp, 2018, pages 96-97). Pernille Ripp (2018) stated, “These initial thoughts in reading are so important. In fact, this is where our reading year starts – with students coming to terms with the biases and sometimes even baggage that they have with reading.” This statement made me realize the importance in developing students' reading identity and having students take a reading identity survey. Not only does this provide me with information on how to best support students, but allows students to reflect on how they view themselves as readers.
After reading this information, I decided to give my students a reading identity survey. I really learned a lot about my students as readers and where they think they are as readers. After, I had students look over their responses and highlight anything that stood out to them or something they may want to improve on. Students used the responses they highlighted to create a personal reading goal. I was blown away at how they analyzed their responses and created a meaningful goal based on what they want to improve on as a reader. Two weeks after students created their reading goal, I met with each one individually to check-in and see how they are progressing in reaching their goal. I was amazed at how many students have really been working on meeting their reading goal. This showed me students' interest and motivation in reading when given the opportunity and support to reflect on their reading interest and abilities.
ILA Standards for Classroom Teachers
-Standard 4: Diversity and equity: Candidates examine their own culture and beliefs; set high expectations for their students; learn about and appreciate the cultures of their students, families, and communities to inform instruction.
-Standard 5: Learners and the Literacy Environment: Candidates apply knowledge of learner development and learning differences to create a positive, literacy-rich learning environment anchored in digital and print literacies.