Larry Ferlazzo, a former high school English and social studies teacher, interviewed authors Kylene Beers and Robert Probst about their book, *Reading Nonfiction*. The discussion emphasized the importance of defining nonfiction, highlighting that teaching students to extract information is just one aspect of engaging with these texts.
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Beers and Probst explained that while young readers should learn to trust reliable texts, they must also understand that later readings may contain misinformation or bias. This critical approach requires students to assess the information against what they already know and consider if they will accept or reject the text's claims.
Ferlazzo noted the authors' perspective on text complexity, particularly concerning Common Core Standards. Beers and Probst argued for texts that present challenges without overwhelming students, allowing them to focus on comprehension and significant themes rather than struggling just to decode the words.
The conversation also covered the contrast between monologic and dialogic questioning in the classroom. Monologic questions, where teachers know the answers, often do not foster genuine engagement. In contrast, dialogic questions encourage authentic discourse between teachers and students, enhancing understanding and participation. Beers and Probst recommend a ratio of 75% dialogic questions to 25% monologic to maximize student engagement and learning outcomes.
The authors introduced “Three Big Questions” for students to ask themselves when reading: “What Surprised Me?;” “What Did The Author Think I Already Knew?;” and “What Challenged, Changed or Confirmed What I Already Knew?” This introspective approach prompts students to connect their prior knowledge with new information.
Beers and Probst also delineated between “reading strategies,” “comprehension processes,” and “skills.” They emphasized that while comprehension processes encompass the natural ways our brains understand information, reading strategies are methods teachers use to make these processes visible, and skills are the competencies that improve with practice.
In discussing signposts for both fiction and nonfiction, the authors expressed concern that teachers might prioritize the identification of these signposts over the overall reading experience. They encourage a reading approach that promotes awareness of signposts without focusing solely on finding them, likening it to enjoying a journey rather than tallying road signs along the way.
Ferlazzo concluded the interview thanking Beers and Probst for their insights into the critical dimensions of teaching nonfiction reading.