It is funny how many inferences we do when reading, but when asked to explain how to make inferences it is hard to explain what we did. It is important as a teacher to learn how to explain "how to." The two scenarios of the English classrooms were interesting. The conversation in the honors class, Beers was able to keep the conversation going and students were a lot more vocal than in the other class. In the other class, the students were not willing to participate; therefore, the conversation ended quickly.
Figure 5.4 reminded me of the video we watched with the teacher who had the students ask questions about the text. I feel this would be a good exercise to do with dependent readers because it would allow them to look at a piece of work differently. Instead of just reading it, they would analyze it and connect things together that they understand or don't understand. Many dependent readers get frustrated because they "don't understand" what the text is saying, but when you point out that they can reference something, it will show them they are making progress.
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