A Quote by Maryanne Wolf
The integration of the simpler and the deeper reading processes is not automatic and requires years of learning by the novice reader, as well as extra milliseconds for any expert to read a more sophisticated text.
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We must be forewarned that only rarely does a text easily lend itself to the reader's curiosity... the reading of a text is a transaction between the reader and the text, which mediates the encounter between the reader and writer. It is a composition between the reader and the writer in which the reader "rewrites" the text making a determined effort not to betray the author's spirit.
Learning is not automatic. You do not automatically know how to read because you turn five. Most of us are sensitive to the fact that we still have something to learn at every step of the way. Learning is not automatic. It comes with seeking and searching, with reading and watching, with thinking, praying, and listening.
So we start with an oversignifying reader. Those texts that appear to reward this reader for this additional investment - text that we find exceptionally suggestive, apposite, or musical - are usually adjudged to be 'poetic'. ... The work of the poet is to contribute a text that will firstly invite such a reading; and secondly reward such a reading.
To read well, that is, to read true books in a true spirit, is a noble exercise, and one that will tax the reader more than any exercise which the customs of the day esteem. It requires a training such as the athletes underwent, the steady intention almost of the whole life to this object. Books must be read as deliberately and reservedly as they were written.
The more I see of the country, the less I feel I know about it. There is a saying that after five years in the north every man is an expert; after ten years, a novice.
I read a lot, but at the same time I'm not a particularly good or diligent or discriminating reader. I go through maybe close to a thousand or more books a year, but a lot of times I'll only read bits and pieces of any one individual text.
Whatever our bedtime was as kids, we could stay up an extra half hour if we were reading. My parents didn't care as long as I was under the spell of a Stephen King or a Douglas Adams. Now I read in bed. I read at work. I read standing in line. It's like, 'Hello, my name is Nathan and I am a reader.'
Learning to read the Bible in the light of the times in which it was written is critical. Reading it uncritically, without understanding the cultural and historical setting of the text, leaves us forced to accept scientific and sociological norms of the ancient Near East from 3,000 years ago.
My mother was a reader; my father was a reader. Not anything particularly sophisticated. My mother read fat historical or romantic novels; my father liked to read Westerns, Zane Grey, that kind of stuff. Whatever they brought in, I read.
And so, when I began to read the proffered pages, I at one moment lost the train of thought in the text and drowned it in my own feelings. In these seconds of absence and self-oblivion, centuries passed with every read but uncomprehended and unabsorbed line, and when, after a few moments, I came to and re-established contact with the text, I knew that the reader who returns from the open seas of his feelings is no longer the same reader who embarked on that sea only a short while ago.
The world that is a book is devoured bya reader who is a letter in the world's text; thus a circular metaphor is created for the endlessness of reading; We are what we read.
If you are reading in order to become a better reader, you cannot read just any book or article. You will not improve as a reader if all you read are books that are well within your capacity. You must tackle books that are beyond you, or, as we have said, books that are over your head. Only books of that sort will make you stretch your mind. And unless you stretch, you will not learn.
When we unnecessarily elongate the process of "learning to read," we postpone "reading to learn learning itself - by years.
I didn't learn to read until I was almost 14 years old. Reading out loud for me was a nightmare because I would mispronounce words or reconstruct things that weren't even there. That's when one of my teachers discovered I had a learning disability called dyslexia. Once I got help, I read very well!
You may stifle your creativity by learning too much about processes that should be spontaneous and automatic.
A text may be superbly written, exquisitely subtle, deeply meaningful, but still seem like a luxury extra, something we add to the already well-stocked store of our reading experience.
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