Today Catherine requested some geometry. I went off in search of Key to Geometry book 2 and tossed her a high school geometry text (Modern Basic Geometry- I got it for 25 cents. It's ridiculously expensive online) I'd picked up at my local thrift store to look at until I came back. The first couple of pages contained stuff on points and lines and planes that was basically review for her. I fully expected her to just look at the pictures and beg me to read the text when I got back.
Instead I heard, "We use capital letters to name, or identify, points. Two distinct points are shown in the figure. In this book the phrase two points will mean two distinct, or different points..."
She was reading with complete confidence. Not stumbling or pausing and conquering unfamiliar words with ease.
Fast forward an hour. I suggested she pick out a book to read herself. She was reading Owls in the Family by Farley Mowatt some time ago but it never really seemed to grab her and was forgotten. We went into her room and looked over the bookshelves, picking out books that looked promising. I pulled out a bunch that I thought might fit into her previous standard of, "not too long or difficult," but it was when I mistakenly pulled out Dragon Winter by Neil Hancock that her eyes lit up. The cover may shed some light on why:
For a kid who's just coming out of Narnia, you can of course understand why a standing bear in gorgeous surroundings may capture her interest.
Thing is, is was the biggest book in the pile. I pointed out that it might be challenging but she answered with, "Isn't that just what I need?"
I was speechless.
So some time in this past month she's changed how she defines herself in relation to reading. No longer does she think of herself as unable to read. Now she thinks of herself as a reader and now what seemed to be obstacles before no longer even exist.