You see — here you have a group of students who had all learned to read proficiently (i.e. decode and understand), but who had yet to learn how to read meaningfully and critically. The teacher provided us with a space where we could learn to read more insightfully, discriminatingly and deliberately, which reminds me now of a quote from Ludwig Wittgenstein, “seeing an aspect and imagining are subject to the will” (PI, Part II, xi). We had to learn to work hard as we read. In other words, one doesn’t comprehend merely because he or she can read. One must put effort into navigating the details of a text to find one’s way about. One has to *deliberate*, and the routines of deliberation are based on experience, practice and guidance in how to engage deeply. One has to ask questions, “where do I begin?”, “what does this mean?”, “am I right?”, “do I agree?”, “do I have the right picture?”, “is anything unclear?”, “do I need to read this again?”, “what am I thinking and feeling?” (See accompanying figure from Olson & Land  for other common ‘mental moves’) This can all be exhausting if one hasn’t had the chance to take a breath and find the time to practice, interpret and discuss increasingly complex information.
Whilst this next bit may be off topic, I am often struck when I have failed to properly read a bank form or government form. I might only pick up my errors either on a second/third reading or with the help of another person. Imagine the person who struggles to read and who struggles to hold attention on key details. It can be mentally exhausting and stressful to navigate complex material if one is struggling and concurrently lacks confidence and guidance. Everyday documents can be technical jungles if one lacks confidence/experience in navigating multifaceted material.
The following passage from Wittgenstein illustrates why it is important that all teaching includes explicit guidance in how we regulate our thinking. This includes teaching that fosters the types of dialogue that govern our activities. As Vygotsky (1978) observed, "every function in the child's cultural development appears twice: first on the social level, and later, on the individual level; first, between people..., and then inside people... All higher [mental] functions originate as actual relations between human individuals." (p.57) In my case, the group discussion with my peers came to shape my internal deliberations as I learned to read deeply on my own.
Let us imagine someone doing work that involves comparison, trial, choice. Say he is constructing an appliance out of various bits of stuff with a given set of tools. Every now and then there is the problem “Should I use this bit?” -- The bit is rejected, another is tried. Bits are tentatively put together, then dismantled; he looks for one that fits etc, etc.. I can now imagine that this while procedure is filmed. The worker perhaps also produces sound-effects like “hm” or “ha!” As it were sounds of hesitation, sudden finding, decision, satisfaction, dissatisfaction. But does not utter a single word. Those sound-effects may be included in the film. I have the film shewn me, and now I invent a soliloquy for the worker, things that fit his manner of work, its rhythm, his play of expression, his gestures and spontaneous noises; they correspond to all this. So I sometimes make him say “No, that bit is too long, perhaps another’s fit better.” -- Or “What am I to do now?” -- “Got it!” -- Or “That’s not bad” etc. (Zettel, #100)
The lunchtime book club was an important part of my growth as a reader. I would still count the pages of the next chapter of my book. I would still often consider reading an endurance sport. However, I became aware of the times when I was “just going through the motions” of reading and when I was reading with my full attention. I also grew to appreciate how important it is to discuss what we read and also discuss what we write. This would became apparent in my later years of high school when I joined a weekly poetry circle at a local bookshop. That - though - is a story for another time.
The Great Books Foundation - http://www.greatbooks.org
Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269–303.
Vygotsky, L. (1978) Mind in society: the development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds.) Cambridge, MA: Harvard University Press.
Wittgenstein, L. (2001). Philosophical Investigations. 3rd Edition. Translated by G.E.M. Anscombe. Oxford: Blackwell Publishing.
_____________ (1967) Zettel. Edited by G.E.M. Anscombe and G.H. von Wright. Berkeley: University of California Press.