Literacy Autobiography: From Reluctant Reader to Reading Advocate
by Sashana Maitland
I am an English teacher who grew up dreading to read - anything. While all my peers ran to grab Babysitters Club, Nancy Drew, and The Hardy Boys in our school library, I was sitting in the corner looking through the same stack of books, bored and thinking, “I'd rather be watching a movie.” In fact, one of my favorite shows at the time was Babysitters Club, but to read a page of the book felt like a punishment.
As much as I didn’t enjoy reading growing up, I could read and was pretty gifted at it. My parents prioritized literacy for me and my sister. We had a mini library that included four bookshelves, each dedicated to a member of our four-member household. Mine was stocked with colorful, age-appropriate, and dashes of adult fiction, from a collection of Edgar Allen Poe to To Sir, With Love by E.R. Braithwaite.
I had to read for an hour every day at home. My older sister, a self-ascribed “reader,” made it her mission to quiz me like a relentless cross-examiner. This quiz was my only way to free myself from more reading. Thus, I read seriously and meticulously in preparation for her interrogation, brief but anxiety-inducing nonetheless.
Some books semi-took my interest, most not, and none motivated me to want to read more. But I could read, and, as mentioned, I was skilled at it. By middle school, I could read fluently and at the same pace as my parents and teachers and could comprehend books we read in class with ease. Eventually, I took pride in practicing to sound poised.
The stronger my reading skills became - the easier it was to find more books I enjoyed reading.
By high school, I discovered a book that transformed my views on reading. While the adults in my life did a great job of introducing me to a few stories I enjoyed, from Bridge to Terabithia to Flowers for Algernon to Roll of Thunder Hear My Cry, it wasn’t until I picked up the book I Know Why the Caged Bird Sings by Maya Angelou junior year in high school that I realized a book could transport and reshape my understanding of life and myself. Angelou told a story that got me invested. Her story allowed me to appreciate dynamic writing and how it could shape a story just as, or more fascinating and transformative than, a movie.
Years later, I ironically went from double-majoring in journalism and English to being enticed to go back to school and receive my master’s in adolescent English. I began my teaching experience eager to develop culturally relevant-focused curricula, focusing on books and topics that allow our students to see themselves or members of their community reflected, much like I Know Why the Caged Bird Sings did for me. However, I noticed a large portion of my students struggled significantly to engage with the material. As high school students, many were reading at a middle school or lower level, reading high school texts with challenging vocabulary and complex concepts.
My co-teachers and I often struggled to develop strong plans, with limited planning and class time, to best support our struggling readers. This is a struggle I heard echoed in many classrooms. But to be genuinely culturally relevant and sustainable, I realized I needed to focus on better supporting all students' reading skills because:
Strong reading skills allow students to feel seen and a part of the reading experience.
Strong reading skills enable students to critically analyze culturally diverse texts, promoting cultural awareness.
Strong reading skills facilitate effective communication, empowering students to express their thoughts and experiences and engage in meaningful conversations where they can share, discuss, and learn from others.
As a result, I enrolled in a literacy program to work toward a literacy certification. I decided to gain the necessary skills and knowledge to teach literacy skills effectively to help empower all students to feel successful.
My literacy journey taught me about my pivot to becoming a self-ascribed “reader.” While it was a long journey, it was inevitable or at least highly likely. I grew up in a literacy-centered space and was equipped with the skills needed to connect with a book because I could read easily; it helped me better sort through disliked texts and work toward finding a text I enjoyed. It was the books selected for me piled on my bookshelf, it was the consistent practice of reading for 1 hour a day, it was my sister's persistence to quiz me, it was the magical stories my teachers and family chose for me to read despite my reluctance, it was I Know Why the Caged Bird Sings. These experiences shaped me to become an invested reader.
Success breeds interest. If you don’t feel like a successful reader because you can’t decode the words or understand a text's main ideas or messages, then reading will not be rewarding.
As an English teacher and literacy specialist, I am dedicated to helping students feel successful, as I know that is the key to developing their intrinsic motivation to read. When young people feel confident in their reading abilities and know they have the tools to read proficiently, they are more likely to value and enjoy reading.
