Disrupting Thinking

A recent conversation with a reading specialist speaks to the impact this remarkable book will have on our practices. I had recommended this book to her and she explained that the more she read Disrupting Reading, the more she wanted to apply what she learning so she grabbed a current read, Dreamland Burning (a powerful book about the Tulsa race riots). Here is our conversation:"Any other time I've ever read a professional book, the first thing I wanted to do was to find a teacher and talk to them about the book. My professional reading was always about someone else. But this time, I knew I had to to use a different mindset by using what I was learning in my own reading. As I read my book I was so aware of Kylene and Bob's message. Everything in Disrupting Thinking applied to what I was doing as a reader. I was allowing the book to have an emotional impact on my reading by reading it through the same lens they were talking about. I went back and forth between the books but as I read Dreamland, I allowed myself to read through an aesthetic lens and was acutely aware of the impact of Disrupting Reading on my personal reading."As a literacy consultant with 4 1/2 decades of educational experience, I am an avid reader of professional books but this conversation shows how this book has the potential to take this professional process to a new level. Too often we read a professional book and simply think about what it means to our students but we fail to think about what it means from the lens of a reader. Imagine the impact as a professional by using what we are learning from an insider's perspective - or in our own lives as readers! That is exactly what this book is doing for educators! Through Disrupting Thinking, teachers everywhere will be using this book to reflect on their own practices and use that insider's view to inspire professional dialogue like this in schools in ways that will elevate our thinking and impact our practices in dramatic ways - and in the process make the professional books we read come alive!

My daughter who is a teacher recommended the book to me. It is well organized, an easy read, and a good resource for classroom reading teachers. It is obvious that the authors have a passion for working in schools and listening to what teachers and students are saying about how they think and what they do when reading. I enjoyed the book and agreed with and yet knew most of the references and reports (NRP, etc.) mentioned in the book. I liked the author's sidebar comments and the clear and concise charts and graphs of information. Yet, it was somewhat repetitive e.g. defining disruptive thinking (and might be a good thing) and made much reference to their other books (Notice and Note, etc.) as if you have already read them and if you have not the reader might get a bit lost. However, Beers and Probst offer support for bringing back the forgotten truths and rationale for students having CHOICE during independent reading and for sustained silent reading (SSR). The book also presents techniques for getting kids thinking in different ways (e.g. book -head-heart) when reading.The book is in divided into four parts but the last part of the book departs with a different purpose from the rest of the book and is more of a rant or a plea to change the curriculum and way we teach reading (as if everyone according to them is still teaching round-robin, etc.).There are no specific strategies for teaching ELLs or students with disabilities which would make a great follow-up edition.Overall, well worth reading as a new or experienced teacher-- these authors are out there doing important work to guide kids to disrupt their thinking during challenging times in education. Rating 4.5

I just finished reading this book with a group of colleagues for professional development. Having read and discussed the views of Beers and Probst with my colleagues in the English Department, I can say that this book would be a great addition to a teacher education program and/or staff development program.Beers and Probst challenge the current belief that reading instruction needs to be directly led by the classroom teacher. With the increased emphasis on standardized testing (PARCC for those of us living in states where used) I have noticed that reading instruction has shifted in recent years from independent engagement with texts to using the text to cite evidence. That is, the purpose of reading has largely become more about searching for sources to support a claim than reading for enjoyment.Additionally, if you are looking to justify silent reading in your classrooms or departments, Beers and Probst explain how it promotes literacy. Having taught English at both middle and high schools, I have from time to time felt the need to defend silent reading against misconceptions that it is a waste of instructional time. As you will see, nothing could be further from the truth.

If you’re looking for applicable strategies and unique, innovative techniques and resources, this isn’t the book for you. If, instead, you’re looking for an educational book to give you something to think about and reconsider in your approach to your English writing pedagogy, then you may find this book very helpful.I took inspiration and a few things to consider moving into next year. There are certainly things, based on the book, I’d like to, and plan to, do differently and my life (although not transformed by the reading) definitely found it useful in its purpose to help teachers have students rediscover their love for reading again.I knew the things they mentioned, but found it a nice kick in the pants to force me to reconsider what I have been doing, unfortunately, for many years.I recommend it if you have some time and the desire.

Actually, even if you’re not an English teacher, read it anyway. A few simple strategies are described, but more importantly, it encourages the reader to think outside the box.

Such a great resource to help our students realize they should take an active role in reading and that reading is so much more than just test preparation.

In a time when many of our students are far more skilled readers, why are increasing numbers of students choosing not to read? The books that we have been reading about literacy focus on the "what" and the "how" and we are becoming so much better at being purposeful in our teaching of reading strategies. This books deals with the "why" and then provides a framework for putting the philosophy into action in our classrooms. I will be purchasing this book for teachers in my school to read and discuss because this is what will close the loop for us so that we can meaningfully engage readers in a transactional relationship with the text.

And you should give it to your department heads and your principals. Anyone who has any role in teaching literacy should read this book.

A must read book. I appreciated Kylene and Robert for being transparent and honest about their own practice as educators. You will be excited about the simple but applicable strategies that you can use in your classroom. I plan to implement the valuable nuggets I have learned this week with my students! Looking forward to reading this book again. It was just that good! 😊