Chapter Three: Asserting Dependent Reader's Needs

     In this chapter, we learn about all of the different factors that could possibly lead to WHY a student can't read and WHAT we can do about it. She gives us a detailed list as a guide to use to hopefully identify a potential problem in helping dependent readers.
     Something that really got my attention was about the student named Amy. Amy can read, but she hates it and doesn't think that it is interesting at all. She said that she didn't try hard, and didn't care about what she was reading. Beers identified that she was not really understanding because she didn't like anything she was reading. After Amy read a love story that was sad but had a happy ending, she found a favorite author and couldn't stop reading. I loved this story, because something so simple was the solution for making a dependent reader an independent one. If I can do this with my students, I would be happy because they were reading for fun and enjoying it. I just think that reading is so crucial in development and even as an adult, due to the fact that it is not only fun but also because it improves your speech and vocabulary in every day life. -Katie May