1 . “I’m not a reader.” It’s a common reply that Julia Torres, a teacher-librarian in Denver Public School, has heard throughout her 16-year career. She’s seen students tear up books, throw them away or check them out only to immediately return them all because they didn’t have confidence in their ability to read.
As a librarian, Torres feels strongly that libraries should be spaces of liberation, places where students can develop a love of reading at any stage. Reading is a skill that everyone can grow to love, but too many negative experiences during a child’s literacy (读写能力) education can result in boredom, lack of interest or even anger. When a student has a poor experience like being shamed for their reading choices, they can begin to associate reading with painful feelings of insecurity, shame and stress.
To prevent reading disorder (阅读障碍) practices, as Torres notes, librarians first can build an inclusive (内容丰富的) library where classified collections can make it easier for students to find out the books they want and also help identify gaps in the collections. Reevaluating librarians’ role is necessary, which allows students to take control of the library and have a say in what’s purchased for the collection, directly exciting students’ reading interest. Instead of hosting traditional book fairs where students have to pay for books, it is better to open up a True Book Fair, where students are invited to choose books intentionally to their interests without any costs. Librarians are recommended to read what students are reading. Another two important approaches to preventing reading disorder are to take a look at the library policies and redefine (重新定义) what counts as reading. It is necessary to get rid of fines, check-out limits, security gates, and punishment policies. Plus, students are encouraged to listen to audiobooks or read picture books. Find a way to teach important skills like comprehension or critical thinking with the texts that excite and interest students.
1. What does the underlined sentence “I’m not a reader” in Paragraph 1 infer?| A．Some students are not interested in reading. |
| B．Some students have no ability to read books. |
| C．Some students don’t borrow books from the library. |
| D．Some students haven’t tried to read for entertainment. |
| A．Getting rid of library rules. | B．Making their own choices. |
| C．Librarians’ recommendation. | D．Reducing charges caused by reading. |
| A．What leads to students’ difficulty in reading. |
| B．How negative reading experiences affect students. |
| C．How to reduce reading disorder as student librarians. |
| D．Why to decrease reading disorder as student librarians. |
| A．To do a research on reading disorder. |
| B．To offer suggestions to the librarians. |
| C．To analyze why reading disorder forms. |
| D．To draw attention to reading disorder prevention. |
2 . A man may usually be known by the books he reads as well as by the company he keeps, for there is the companionship of books as well as of men.
A good book may be among the best of friends. I's the same today that it always was, and it will never change. It is the most patient and cheerful of companions.
Books introduce us into the best society.
There is a story of two men: one was a king, who dreamed every night that he was a beggar; the other was a beggar, who dreamed every night that he was a prince , and lived in a palace.
| A．Imagination is sometimes more vivid than reality. |
| B．Books are to mankind what memory is to a man. |
| C．Nothing in books can long survive but what is really good. |
| D．It doesn't turn its back upon us in times of difficulty or hardship. |
| E．They bring us into the presence of the greatest minds that have ever lived. |
| F．And one should live in the best company whether it may be of books or men. |
| G．Men discover their liking for each other by the love they each have for a book. |
