“Non-reader.”
It’s a label far too many students attach to themselves—and one that often sticks from an early age. By high school, that belief can feel permanent.

The script below is a verbatim-style exchange between a workshop facilitator, teachers, and a high school student who had long given up on reading… and what began to shift when the story changed.

I Can’t Read!

Characters: Workshop Facilitator, Workshop Participant, Narrator, Principal, High School Student (T)

Narrator: After an Engaging the Disengaged presentation to a group of high school teachers, the facilitator thanked their hosts, gathered her papers, and prepared to leave. A participant approached the dais.

Workshop Participant: That was a good presentation, and I get what you’re saying. I agree in theory—but what about students who are finishing high school and simply can’t read? We’ve tried everything. Some kids just can’t read. Are you willing to visit our school and show us how to put your words into action?

Workshop Facilitator (thinking): Okay… this is where the rubber hits the road. If teachers are willing to listen to me talk the talk, I can respect their time by walking the walk.

Narrator: One week later, the facilitator returned to the school and met with the principal, homeroom teacher, and resource teacher to talk about a student we’ll call T.

Workshop Facilitator: Tell me about T.

Narrator: The conversation began with a list of problems—skipping school, disruptive behaviour, suspensions, testing results labelling him a non-reader, siblings who were non-readers, unfinished work. From the facilitator’s perspective, the list explained only what T couldn’t do—and nothing about who he was.

Workshop Facilitator: What is T interested in?

Principal: Kirk Johnson. T lives and breathes Kirk Johnson.

Narrator: To provide context, Kirk Johnson established himself as a world-class boxer. During the 1980s and 90s.

Workshop Facilitator: That’s the information I need. I’ll be back in two days.

Narrator: Over the next two days, the workshop facilitator gathered information about Kirk Johnson and wrote short paragraphs at varying reading levels. Each paragraph looked identical—same font, size, and layout. Two days later, she met with T.

T: (Entering, hood up, slumped) This sucks. I can’t read, and I’m sick of tests. I’ve had a hundred tests. I know I can’t read. I can’t wait to get out of this place.

Workshop Facilitator: Let’s just talk. I heard you know a lot about Kirk Johnson, so I looked him up.

Narrator: As the workshop facilitator shared what she knew, T eagerly filled in the gaps—training routines, recent fights, the media’s bias when covering Johnson’s fights. His knowledge was deep and confident.

Workshop Facilitator: You know a lot more than I do. I brought some information about Kirk Johnson for you to read. Some of these paragraphs will be easier to read than others. We’re going to find one you can read.

T: I just told you—I can’t read! Why don’t you listen?

Workshop Facilitator: Because many people who say they can’t read actually can.

T. Yeah, yeah . . .

Workshop Facilitator: Here’s what we’ll do. I’ll give you some paragraphs about Kirk Johnson, and you take a few minutes to look through them. Some might seem hard and some might seem easy.

T: Easy! Right! I can’t read, so that won’t happen. <During the conversation below, T continued to be slumped in the chair, his hoody still covering his face.> 

Workshop Facilitator: After you look over the paragraphs, I’ll ask you to choose one to read to me. I’m going to listen for how your reading sounds . . . I’ll listen to hear if the words you read are correct, if your reading flows fluently, if you notice a mistake, if you fix up a mistake and how you fix up a mistake. I won’t mess around – if it’s too hard, I’ll tell you; if it’s too easy, I’ll tell you.

T: Yeah, yeah.

Workshop Facilitator: Please choose one of the paragraphs and read it aloud to me.

T: Out loud???!!! No way! That sucks!!!

Workshop Facilitator: I know, but right now, I need to hear you read, so I can get information about how you read.

T: <Starts to read at approximately 40% accuracy and in a very halting way. At unfamiliar words, he mumbled. He quickly becomes frustrated. See! I can’t read! I told you!

Workshop Facilitator: You’re right – you know some of the words, but that one looks like it’s too hard. Try this one.

T: <Grabs another paragraph and starts to read. His accuracy improved. It’s clear that T noticed this improvement, because his “presence” changed. His back straightened a bit and his head raised enough that the lower half of his face became visible.>

Workshop Facilitator: You’re getting more words right, but you’re mumbling some of the tricky words and it still sounds choppy, so let’s try this one.

T: <Starts read the new paragraph. His accuracy is now above 80% and he’s reading fluently. His postured changed again. Now  the narrator could see his face. As he read, the narrator saw the hint of a smile emerge – but just a hint. The Workshop Facilitator had the feeling T was surprised by his reading and was trying to suppress the urge to truly smile.>

Workshop Facilitator: So, you can read.

T: Yeah, I guess, but it’s about Kirk and I know this stuff. <T seems intrigued with the paragraph and read it again silently. His posture straightened even more.>

T: Can I keep this?

Workshop Facilitator: Yes. It’s yours to keep.

T: So, yeah, I read it, but this isn’t as hard as what we’re supposed to read in class.

Workshop Facilitator: You’re right. It’s easier. But you can read it.

T: So, I can only read easy stuff?

Workshop Facilitator: No, this is just the start point. You now know that you can read because you heard yourself reading. You can start by reading text like this and then you’ll learn how move on to more difficult text on a wider range of topics. The more you read and the more you learn about reading, the better reader you’ll be.

T: When can we start?

Workshop Facilitator: Right now, let’s look over the notes I made as you were reading. First, I’ll show you what you were doing well, then we’ll talk about what you can work on next. After that, you’ll read something else and practice what you learned. That’s how it will go.

Beyond the Apple Discussion Guide: I Can’t Read!

Aligned with Culturally Relevant Pedagogy (CRP) and Universal Design for Learning (UDL),

Framing Statement
“Nonreader.” It’s a label far too many students attach to themselves—often shaped by schooling experiences that overlook identity, culture, language, and strengths. By high school, that belief can feel permanent. This discussion explores how culturally relevant and universally designed teaching can interrupt that narrative.

Purpose

To examine how teacher choices, student identity and interests, and responsive, flexible instruction can shift a student’s identity from “non-reader” to reader—honoring culture, voice, and multiple pathways to learning.

1. First Impressions: Identity & Asset-Based Thinking (CRP)

• What do we learn about T beyond academic labels?
• Which assumptions about “non-readers” does this story challenge?
• Which moment most clearly disrupted T’s belief about himself?

CRP Lens:
How does this story shift the focus from deficits to assets?

2. Teacher Decision-Making: High Expectations + (CRP)

Discuss:

• Why was centering T’s interest (Kirk Johnson) more powerful than relying on testing data alone?
• How did the facilitator communicate belief in T’s ability without minimizing challenge?
• How did listening function as an instructional move, not just a relational one?

CRP Lens:
How did the facilitator position T as knowledgeable, capable, and worthy of intellectual respect?

3. Evidence of Growth: Multiple Means of Engagement & Expression (UDL)

• What changes did you notice in T’s posture, voice, and engagement?
• How did adjusting the text level create access without stigma?
• Why did hearing himself read successfully matter more than being told he could read?

UDL Lens:
How did the facilitator remove barriers while preserving the goal of reading competence?

4. Instructional Takeaways: Flexible Pathways to the Same Goal (UDL)

• Why is accessible text a legitimate starting point, not a lowering of expectations?
• How did the facilitator scaffold skill development without labeling or tracking?
• What made the learning progression feel natural, dignified, and motivating?

UDL Lens:
How were multiple entry points and gradual release used to support skill growth?

5. Classroom Application: From Theory to Practice (CRP + UDL)

Reflect:

• Think of a student who may identify as a “non-reader.”
  • What cultural knowledge, interests, or lived experiences do they bring?
  • How could you design a reading entry point that reflects those assets?
  • What options could you offer for how they engage with and demonstrate reading?
• Beyond test scores, how might you notice and document:
  • Confidence?
  • Persistence?
  • Willingness to take risks?
  • Reading identity?

Action Step

Identify one instructional change you can make this week that:

• Centers student identity or interest (CRP), and
• Removes a barrier by offering choice, flexibility, or scaffolded support (UDL).

Closing Reflection

How might shifting from “What can’t this student do?” to
“What does this student care about—and how can I build from there?”
change not just reading outcomes, but students’ beliefs about themselves?