Knowing students as readers is undoubtedly central to teaching reading well. Some activities which allow teachers to see reading from the perspective of students include the use of metaphor, drawing reading, reading conferences, and question prompts. Last week’s exploration of various metaphors like the deep-sea diver and the fussy eater, showed how useful this activity can be enabling students to understand and articulate the quality of their reading and learning experiences. And asking students to find metaphors to represent their reading experiences at different times of the school year, is an effective way to track changes in confidence and competence over time.

The drawing of reading is another effective way students can display their attitude to and level of engagement in reading.  I asked my Year 9 students this week to do just that and was thrilled with their responses. Giving them a sheet of A4 paper, I requested that they capture their experience of reading visually, advising them that their drawings did not need to be sophisticated nor overly ‘artistic’. When their images were completed, students had the option of using words to describe what they had drawn. From a teaching perspective, I was interested in seeing what these drawings conveyed about students’ attitude and engagement with the act of reading. Were any patterns emerging in these visual representations? Were there any surprising images? And how engaged were the students in the actual process? 

The focus demonstrated by the students during this drawing activity was remarkable. Some took a little longer than others to get started, but once they had an idea, they were utterly engrossed. I did notice some patterns. We had a number of portals transporting readers into other dimensions, and globes of the world representing the power of books to take readers to new and distant places.  There were mountains and mountain climbers, suggesting contrasting reading experiences with some struggling on a slow and laborious climb, while others enjoyed the journey culminating in a sense of accomplishment on reaching the summit. One student depicted a non-reader behind bars, while the prolific readers were free to explore greenery, flowers, castles, stars, and chirping birds. Others visually represented mazes and walking tracks suggesting challenges, choices, and paths ‘less travelled’.

All in all, this exercise proved to be particularly useful. It provided valuable insight into the experience of reading for students and proved to be a wonderful opportunity for further dialogue about books and their magic. One additional benefit was particularly profitable. When young people think deeply about what happens to them when they read, they gain insights that enable better self-assessment, regulation, and future learning.

Clare Murphy

English Coordinator and Literacy Instructional Coach