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21 September 2015 @ 03:04 pm
I do not deal with frustration well. Ask anyone. I am likely to use some questionable language (under my breath mostly, but if no one is nearby, I might offer up a particularly offensive word to the empty room). I don't think I am any different from anyone else in this regard. I am certain, of course, that some are more patient than I am. But i sincerely doubt that anyone who is genuinely frustrated is engaged in the task at hand.

And, of course, that brings ut to using frustration level text with kids. I read a blog post today suggesting that we use frustration level text during independent reading. Um. NO. NO. NO. NO. NO. I believe that independent reading NOT be frustrating. I am hoping that such reading is free of frustration.

Free of frustration does not mean free of complexity or free of worthiness, either. There seems almost to be a sort of supercilious attitude when we use terms that do not imply text is HARD. That sam attitude plagued YA literature for a long time (and it still does in some corners). Oh, that's the sort of text readers WANT to read. How good could it be if they LIKE it?

And how can we accelerate learning if the text is not frustrating readers? That was the question posed in the middle of the blog post I read. You see, I would ask a different question, actually the inverse of the one posed in the blog. How can we even begin to think reading that is frustrating will accelerate learning? How will it make readers more likely to actually WANT to read?

I love reading all manner of texts. Most of the time I have a choice in what I read, too. Why do we not offer this to our students? Why must everything be so hard?
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