Three Types of Readers

[Deb]

Briefly Describe the three types of readers that Miller sees in her classroom.

[A]

Miller talks about three different types of readers in The Book Whisperer.

The first type of reader mentioned is the developing reader. The developing reader is one that needs extra attention and resources in ensuring that he or she strengthens reading skills. This type of reader may fall further behind at reading skills if proper intervention is not given. However, that does not mean developing readers cannot later become an avid reader.

The second type of reader mentioned is the dormant reader. Dormant readers are those do not read outside of school but do what is needed to pass their classes. They do not find reading very enjoyable and are not as engaged in reading as much as they could be. Miller suggests that many dormant readers need a model and the right environment to foster a dormant reader into an active one.

The last type of reader mentioned is the underground reader. These readers already have the life skill of reading in their free time. However, often times these students feel disconnected to the curriculum in the classroom. The disconnection can have a negative effect on underground readers because some may become bored in the classroom setting and not contribute or met mainstream homework assignments (ie. Homework, class discussions, etc.).

[Becky]

The first type of reader Miller mentioned is the developing reader. The developing reader is most commonly known as the struggling reader. These readers are not reading at grade level for any number of reasons. These students do not consider themselves as readers or having the ability to become a strong reader.
The second type of reader is the dormant reader. Dormant readers do not read out side of the classroom and only read enough to pass their classes and to do well on state tests. Many of these readers are not interested or do not embrace reading as a worthwhile pursuit outside of school. Miller believes that these readers simply need the right conditions to turn them into avid readers.
The last type of reader Miller mentioned is the underground reader. The underground reader is a gifted reader who knows what they want to read and want to be left alone to do it. Miller believes that few teachers design instruction around the underground reader’s needs.

[Mallory]

Miller talks about the developing reader, the dormant reader, and the underground reader.

The first reader, the developing reader, is what most people categorize as the struggling reader. These are the children that are behind their reading levels and partake in specialized reading programs. These children do not see themselves as readers and do not "enjoy" reading. She then goes into detail about those specialized reading programs and how studies have shown that they do not read as often or as much as children not involved in those programs.

The dormant reader is a child that only reads because they "have to." They read only because the teacher has told them to and they do it to receive a grade. She states that most of these children are good readers but have yet to find books that pertain to them or they find enjoyable.

The last reader is the underground reader who enjoys reading for pleasure but does not enjoy reading books assigned to them. These children excel in reading and score well on state-assessment tests.

She states that all children are truly readers and only need to find books that suit them and that they can relate to in order to enjoy reading.

[Kiera]

The first reader discussed my Miller is the developing reader. A developing reading is a student that has fallen behind in reading and really can’t catch back up and often needs remedial help. Although these students don’t have high hopes for becoming a good reader, they can be with the right teacher, motivation and the right book.
The second type of reader is a dormant reader, which happens to be my favorite. These students do the bare minimum but do not enjoy reading but these students can be the easiest to help by simply learning more about the students and pointing them in the right direction of a book that might interest them.

The last type of reader Miller talked about is an underground reader. These are students who enjoy reading and often can get bored in class. I knew quite a few of these kids in school and Miller says the teachers don’t pay as much attention to their reading needs but I think that they still deserve to be directed with their reading skill and books.

[Allie]

The first type of reader that Miller mentioned is the developing reader. This reader is below grade level and needs additional help and attention in order to reach the goals set forth. They are not hopeless cases, they simply need a chance and the right type of books to spark their imagination and interest.

The second type of reader is the dormant reader. They are students who read at grade level, but have no interest in reading outside the classroom.

The final type of reader is the underground reader. This student loves to read, but is uninterested or bored by the class material. They often excel on standardized tests, but might not get high grades because they do not participate in class.

[Mackenzie]

The three types of readers that Miller describes are Developing, Dormant, and Underground.

"Developing reader" is a more positive term for someone who is more commonly called a "struggling reader." These students cannot read at grade level and need extra support to read at the same level as their classmates.

"Dormant readers," also called "reluctant readers," can read on grade level and do all of their assigned reading and assignment. However, as soon as they have finished the assignments, the books get set down. These readers don't see reading as something to relax or to do for fun. Reading is simply a chore for them.

"Underground readers" love reading. But, they love reading on their own terms. These are the students you see lugging around books of their own choosing at all times, but either complete the reading assignment with no interest in it, or don't complete the assignment at all. These students are perfectly capable of reading at or above grade level, they just prefer to read things that interest them.

[Ashley]

The three types of readers are Developing, Dormant, and Underground.

Developing reader is a reader who is behind or not at the grade level that the other students are at. They don't enjoy reading and they really struggle with it. These are they types of readers who aren't motivated to read or don't have any self esteem when it comes to reading.

A Dormant reader is a reader who reads what they have to read to get by in school. Other than the books that they have to read for school they usually don't read. Miller said that they can't wait for summer or times where they weren't required to be reading books. They just do it because they have to.

The Underground reader enjoys reading. They love to read the books that they like not what the teacher picks for them to read. These are the readers that are so caught up in their book that in the classroom setting they don't pay attention to the teacher's lesson nor what to read the books that they have, because it doesn't interest them. These students are great readers who are way above grade level.

[Morganne]

Mrs. Miller sees three different types of readers in her classroom and she gives them positive names: dormant reader, developing reader, and the underground reader.
The first reader Miller talks about is the developing reader. These readers were formally known as the "struggling" readers. They tend to be behind for their level of reading, have lower scores, and do not show much interest or confidence in their reading. They fall behind more and more ever year without proper reading help.
The next reader Miller talks about is the dormant reader. These readers do just fine reading, they get their work done and understand the texts they are given. They do well in what they are supposed to do, but they do not get much enjoyment out of it because they are not interested in what they are given.
The last reader Miller talks about is the underground reader. These readers like their own kind of books and that is that. The books given to them in the classroom to them do not interest them in the slightest. These are the students who read their book during class, in their free time, and whenever they get a chance. They do exceptional on testing, just not on the texts they do not want to read.

[Allison]

Deb wrote: "Briefly Describe the three types of readers that Miller sees in her classroom."

The text identifies three major types of readers, the developing reader, dormant reader, and the underground reader. These titles help the author separate and define a few of the commonalities she sees among her students, as far as literacy is concerned.
The first type identified is the developing reader, a child often referred to as a struggling reader. These children, possibly due to lack of experience, attention, or intellectual disabilities, are unable to read at grade level as identified by state and federal governments. Often they feel defeated, seeing themselves as unintelligent or incapable of reading. These children struggle with the written word in all aspects of their lives, from the classroom to the directions on the back of a box of cake mix.
The second type of reader outlined in the text is the dormant reader, or a child who is in the middle of the pack. These children can pass standardized tests, but generally do not read in their spare time. They are proficient, but just barely. They can lack motivation and interest in reading, leading them to become students who don't enjoy books.
Lastly, the students who are gifted readers, or children who enjoy reading, are called underground readers. They often don't connect their personal reading to classroom reading, creating disinterest in their schoolwork. Often ahead of their peers academically, these students may be happy to bury their noses in their own books while ignoring what is going on in their school buildings.

[Tiffany]

The three types of readers are the developing reader, dormant reader, and the underground reader. The author uses these categories to help separate and define some of the similarities between her students, for their literacy.
The developing reader is also known as the struggling reader. These students are unable to read at grade level, as it is identified by the government, due to a lack of experience, intellectual disabilities or attention. This group generally do not enjoy reading and are motivated to read.
The dormant reader, or "reluctant reader" as students that can read at their grade, but only read when they have to. These readers will read their required reading in school but will not particularly read on the own for leisure. Reading for them is a chore or work for them, something they "have to do" but wouldn't do on their own.
The underground reader loves to read for fun. These students see reading as something for entertainment and is done during free time. The underground reader does not need to be told to read because they will do it on their own. However, they want to read what interest them and are not interested in reading their assigned reading. This reader will haul around tons of books to read, but may not read all the assignments if at all because they prefer leisure reading. The underground readers are capable of reading above their grade level.

[Makenzie]

This text, written by Miller, identifies three types of readers. The three types of readers that are identified in this text include developing reader, dormant reader, and underground reader.

The first type of reader identified in this text is the developing reader. The developing reader is commonly referred as a struggling reader. A child can be a struggling reader for a number of reasons, such as inadequate reading experiences or learning disabilities. For whatever reason, developing readers are not reading at grade level. Students who are developing readers have great difficulty with understanding any given text and applying the text to their daily lives. These students often feel defeated when it comes to reading, and they are likely to give up on this activity. However, if given much attention to, developing readers can become strong readers.

The second type of reader identified in this text is the dormant reader, also known as the reluctant reader. The dormant reader reads to get by in their classes or to pass standardized tests. This type of reader never embraces reading as an enjoyable activity. Miller expressed how she believes that dormant readers do have a passion for reading deep down inside, you just have to encourage them to read. They must have a role model in their life that is an active reader.

The third type of reader identified in this text is the underground reader, or the gifted reader. This type of reader enjoys reading on their own, however, they do not appreciate the reading performed in school. They often feel disconnected from the reading done in school. This disconnection can actually have a negative affect on the reader. It can cause them to become bored in the classroom and neglect do their homework or participate in classroom discussions. Miller described in this text how advanced their reading abilities are and their sophisticated tastes, but teachers often do not develop a curriculum that supports these particular students interests.

[Sarah]

Miller made me think when she split up the types of reader into 3 categories. It seemed to me that if you were a reader, you were, and if not then well you just didn't care too much for it. Miller did a great job disecting and explaining the types of a reader a person could be.

The first type of reader was called a developing reader. Miller said that another way to describe this sort of reader would to call them somewhat of a struggling reader. This may be due to learning disabilities, inadequate time, or just no interest. Whatever the reason may be, this child would not be reading at the suggested grade level. This makes them become discouraged and eventually dislike reading.

next would be the dormant reader. This would be best described as a reluctant reader. He/she would only read to pass standard testing or other academic work. They never find joy in actually reading, well not quite yet. Miller thinks that somewhere deep down they actually do love to read. They just need someone to spark that in them.

Lastly would be the underground reader. This is how i see myself being. Miller describes them as someone who enjoys reading on their own yet becomes discouraged when having to read for school. When they find a book, its a whole new world for them! But if a they end up becoming bored in class because of the academic work along with reading, they may stop doing assignments and disconnect from class activities.

[Jessica]

The three types of readers that Miller describes are developing, dormant, and underground readers.

The first type of reader that she mentions is the developing or struggling reader. A student can be a developing reader for a variety of reasons, but overall they are not reading at grade level. These students cause a level of concern from the parents and teacher out of fear of the students falling behind and being unable to keep up with their classmates in order to continue throughout schooling. In order for these students to improve a succeed, Miller states that "no matter the intervention, developing readers must spend substantial instructional time actually reading the they are to attain reading competence." It is possible for these developing readers to succeed and become strong readers if they are given proper attention and gain a continuous and efficient amount of independent reading.

The second type of reader that Miller describes is a dormant reader or the reluctant reader. This is how I would describe myself when I was in high school. A dormant reader simply reads to get by in school but does not pursue any sort of reading outside of the classroom. Because these students are good enough readers, they don't receive as much attention as developing readers. Reading to dormant readers is viewed as work rather than pleasure.

The third type of reader identified by Miller is the underground reader. These are gifted and adequate readers that love being buried in a book, yet reading that they are asked and/or required to do serves as a chore and is, as Miller states, "disconnected from the reading they would prefer to do on their own." Because these readers are capable of completing their assignments and score well on all their assessments, their needs often go unaddressed.

[Melissa]

The first type of readers she describes is developing readers. She explains how developing readers are often referred to as “struggling readers”. These students are not reading at grade level and find it difficult to understand reading material in every aspect of their lives. These students are usually placed in intervention programs and can sometimes emerge into strong readers.

The second type of reader she describes is dormant readers. She explains how dormant readers are often referred to as “reluctant readers”. These students usually just read enough to get by in class and pass state tests every year. These students never read just for pleasure they only read just what they have to read. The author explains how these students are often forgotten about because they are more focused on the developing readers in their class.

The third type of reader she describes is underground readers. She explains that underground readers are often gifted readers. These students read without being told. These students enjoy reading books and they know what kind of books they like. They do not want to read the books teachers are making them read because they would much rather read the books they are interested in. These students often become bored with classroom work and as teachers it is our job to figure out how to adapt our plans/lessons to these readers.

[Sandra]

There are three types of readers discussed in Miller's text: developing, dormant, and underground.

Developing readers are sometimes referred to as "struggling readers" these are the type of readers who often do not perform well on reading tests and standardized tests. But Miller made a very good point by expressing the fact that these students simply do not read enough, and as the example of Kelsy shows, once they do begin to read they excel.

Dormant readers are the readers that just go through the motions, know how to read well-enough, and pass the required tests. But they do not have a real love and passion for reading. Allowing these types of students to be choosy about the books they want to read is a great strategy for them.

Underground readers enjoy reading and do so well but often times are not challenged in school by the selected readings. For these types of students really allowing them to read and pushing them to read difficult books can be a great idea.

[Brennan]

Miller identifies and describes three types of readers: developing readers, dormant readers, and underground readers.

Developing readers are the students who are more commonly referred to as struggling readers. Basically, these are the students who are not reading at grade level. They have difficulty understanding the reading material in every aspect of their lives. Most of these students, by middle school, have been in some sort of reading intervention program or tutoring program.

Dormant readers are the students who simply read in order to pass the class or the state exams, but never embrace reading outside of the classroom. To these students, reading is work, not pleasure. They read what they have to, and then drop it when they are done.

Underground readers are the students who are gifted readers, but do not see the reading they are asked to do in school connected to the reading that they prefer on their own. These students just want to read, read what they want. These readers have very sophisticated reading tastes.

[Welton]

Developing Readers are students that have fallen behind at some point. Many of them stay behind their designated grade level reading for years, even though many of them have several elders helping and encouraging them. Developing readers may fell like reading isn't for them, but we know that isn't the case.

Dormant readers are students that read to through, everyday classes, tests, and worksheets. They see reading as a chore and not as an engaging activity. I identify with this group of readers because this was my outlook on reading growing up, with the exception of a couple books.

Underground readers are avid readers. These readers are often bored when teachers talk about assigned readings, because they have already done them or are disinterested in them. They often feel overlooked because the teacher isn't concerned with being a Developing or Dormant reader.

[Cassidy]

#1. The developing reader. These are the students that are struggling with reading. If not addressed properly, these students can become convinced that they cannot enjoy reading. These students, if given proper reading intervention programs and opportunities to read more, can become great readers. Practice makes perfect!
#2. The dormant reader. This is the type of student that reads for class assignments and class assignments alone. Reading is just a chore to be done in their eyes.
#3. The underground reader. These readers are mega-readers. Because they are so proficient in reading, they can get lost in typical reading classes and assignments; they most likely have no interest in the type of reading the school is pushing on them, and would rather do some sort of personal reading assignment involving literature they actually enjoy.

[Samantha]

The first type of reader that Donalynn Miller describes is the developing reader. The developing reader is referred to commonly as the “struggling reader,” according to Miller. These readers do not comprehend readings easily and may have failed state reading assessments in the past. Intervention reading programs and tutors assist developing readers in order to improve their performance on tests. The article quotes Richard Allington from his publication, What Really Matters for Struggling Readers; in this he states that what is keeping developing readers from improving is the amount of readings they actually read. These students do not read as much as other students and this is what is holding them back.
The second type of reader is the dormant reader. The dormant reader does well on state assessments and assignments but he/she does not have a passion for reading. They simply read because their classes require them to. When they are not in school, they could care less about reading. Miller states in her book that these readers do not have encouraging experiences with reading so they do not see the magic in it. What could make dormant readers into read-for-pleasure students is a “classroom environment that values independent reading and the freedom to choose their own readings” states Miller.
The third type of reader is the underground reader. This reader excels in reading assessments and is usually overlooked by teachers because he/she does so well. Underground readers have two separate worlds because they read what they need to for school and then they are able to read what they really care about outside of school. Miller concludes that underground readers dream of a class that lets them choose their own readings to complete assignments.

[Lindsey]

Miller identifies and describes three different types of readers that she sees in her classroom: developing readers, dormant readers, and underground readers.

The first type of reader Miller described was a developing reader, or more commonly known as a struggling reader. These readers are most likely not reading at their grade level and also struggle understanding reading material. Developing readers often believe that they are not capable of becoming strong readers. If we put intervention programs into play, these developing readers can most certainly become strong readers.

The second type of reader that Miller explained is the dormant reader. I see the dormant reader as the "average reader." They tend to do well on standardized reading tests and class reading assignments, but that is the full extent of their reading. They do not enjoy reading on their own time and tend to find reading to be work, not pleasure.

The third type of reader that Miller explained is the underground reader. These readers enjoy reading and tend to excel in standardized tests and reading assignments, but usually do not care for the readings they do for school. These readers love to read books that they personally pick out because they know they will connect to those books. Underground readers, are more of the "read for pleasure" readers.

[Samantha]

Miller observed three different types of readers in her classroom.

The first reader Miller observed was the developing reader. Developing readers are often referred to as struggling readers. They may have little experience reading or some sort of learning disability and aren’t reading at their grade level. Many of these students have had some sort of intervention to help them such as extra testing practice or tutoring. Even with the intervention these students still continue to struggle because of the amount of reading they actually do and apply (because of their focus on testing). As they continue to struggle their classmates become stronger creating what Miller refers to as “The Mathew Effect”. These students may feel helpless and like they will never become successful readers.

The second reader Miller observed was the dominant reader. Miller also refers to them as reluctant readers. These students read assigned material to pass class but don’t read outside of school. They may go whole summers without reading because they see it as a chore and not pleasure. Teachers need to show them that reading can be exciting and enjoyable. Since teachers usually choose the books that students read, students may be forced to read something they don’t enjoy. To encourage them read more they need to be given the chance to choose books for themselves to see what they like.

The third reader Miller observed was the underground reader, also known as the gifted readers. Underground readers could bury themselves in books all day. They want to be left alone to read. These students come to class and leave motivated to read. It may take them a few days to finish a book, while it takes the rest of the class weeks. These students may also want to read during all of their class periods and end up neglecting their homework. It’s important for them to know that they can still enjoy reading but won’t be able to neglect their work and read all day. These students also don’t receive much instruction because most of their teacher’s attention goes toward focusing on developing and dormant readers.