I am a lector at my church. Reading in front of the congregation is not a challenging task, but it is an intimidating one.

I enjoy reading to the parishioners, but as I read, I cannot help but count my errors. Recently, during the first of three readings, I made three errors: a mispronunciation, mistaking a for the, and omitting a word. Can you believe it? Right there, in front of 150 people, I made three errors.

I stood there, actually assessing myself at the lectern, and wondered if anyone even cared that I made errors. Did anyone laugh because they knew I made errors? Did anyone think I committed blasphemy by reading Bible passages incorrectly? Or, worse, did one of them feel the need to pull me aside to talk about my errors, maybe point out what I already knew, and remind me of what I already felt embarrassed about?

Whether in front of a class or with a teacher, the act of reading for others to hear can create a sense of insecurity in the student. I hear the student, the class hears the student, and the student hears himself or herself. Thus, oral reading creates self-consciousness because students are “forced” to recognize their reading by “seeing” themselves through a lens they may wish not to, unlike silent reading. Further, when readers are not provided feedback (what the reader does from his point of view or the teachers), they are likely to presume the worst about their reading.

So, of course, when I ask my students to read for me, they are reluctant. Those who struggle are shuttered by memories of bad oral reading, or those who struggle most are asked to read out loud, regularly. With each reading, a reader internalizes his or her ability to read. With little change from the previous reading assessment, negative internalizations can form.

Because I can’t do much to amend readers’ past (nor can the readers), the question then becomes, how can I help them develop resiliency?

I have yet to see a reader who doesn't display apprehension toward reading out loud. When I recognize this physical manifestation of self-consciousness, we talk first. I am more apt to encourage oral reading than demand it.

The first step I take to promote resiliency is to tell students I value their oral reading. By acknowledging the reader's feelings, we can change the vibe before the student reads out loud. I know that the reader is going to make errors. I tell each reader that mistakes are a part of reading. By informing my readers of their potential for mistakes, we can be aware in a positive and productive fashion. Together, we can improve the student's oral reading, in part with practice, but also by what we learn (i.e., multimorphemic words).

From time to time, I tell students stories about my reading, such as the story of reading in front of the congregation, thereby creating empathy. I tell them stories to loosen them up and help them realize that not a single living soul reads perfectly every time, creating compassion.

As the student and I establish trust in our reading relationship, we can make light of mistakes. Because mistakes are a natural part of reading aloud, students are more apt to correct miscues in the future if we can laugh it off. Sometimes we have to joke about how a word sounds. Again, only if we have a trusting relationship and if the reader knows I am listening rather than judging. By listening to and enjoying readers, we are able to help them forgive themselves for making reading errors. We further their resiliency by showing readers appropriate ways to “break apart” words, pronounce a word (albeit further follow-up instruction will be necessary), or apply “fix-up” and clarifying strategies.

Making mistakes, like stumbling over unfamiliar words, is a natural part of reading. No reader should be apprehensive of reading because he or she is afraid of getting words wrong. If readers become wary of reading unfamiliar words, why would they pursue reading? Can we encourage readers to embrace more challenging texts, such as high school textbooks, loaded with unfamiliar words, if we don't acknowledge that mistakes will be made? When readers gain comfort with the imperfections, they develop resiliency.

We will make mistakes. Just because I don't recognize ancient names from the Bible doesn't mean I will stop reading to the congregation. Nor should a student be reluctant to embrace a challenging text because he or she is afraid of not knowing the words. When we embrace and correct mistakes as part of our reading process, our confidence grows and our resilience becomes perseverance. As we know, part of learning to read is figuring out words we don't know.

Justin Stygles is a fifth-grade teacher at Guy E. Rowe Elementary school in Norway, ME. He has taught for 13 years at the intermediate level and in various summer program settings. He is currently working on a book with Corwin Literacy about self-conscious emotions.

Stygles will present  “‘I Hate Reading!’ Strategies and Invitations to Reverse Negative Self-Perceptions Among Readers at the Elementary Level” Monday, July 11, 8:30–9:30 AM at the ILA 2016 Conference & Exhibits in Boston. Visit ilaconference.org for more information or to register.