IAN CAESAR M. ANDICOY
MEDR - A
My Reading Autobiography
My love for reading began in my primary years, when I first learned to recognize
letters and sound out words. I vividly remember sitting on the living room floor with a
brightly illustrated storybook, carefully reading aloud while my parents listened. Those
moments built not only my reading skills but also my confidence. I was fascinated by
how books could take me to magical places, introduce me to talking animals, and teach
lessons about kindness and perseverance.
As I progressed through primary school, the library became my favorite place. I
borrowed more books than I was supposed to, always eager to start the next adventure.
Fairy tales, fables, and children’s magazines filled my days and opened my mind to
different cultures and ways of life.
In high school, reading became both a source of escape and a journey of selfdiscovery. I encountered classic literature, poetry, and works from both local and foreign
authors. Titles like The Little Prince, To Kill a Mockingbird, and pieces from Philippine
literature deepened my understanding of humanity and the power of words. Reading was
no longer just about comprehension—it was about feeling the emotions, questioning the
ideas, and connecting with the characters. My teachers encouraged us to interpret texts
critically, which sharpened my thinking and broadened my worldview.
College added a new layer to my reading life. As I pursued my degree in
education, I immersed myself in books on linguistics, literature, grammar, and teaching
methodologies. Reading became an essential professional tool. I began to see the
connection between a strong reading habit and effective communication, not only for
myself but for my future students. I learned strategies to help learners develop reading
skills—from phonics to critical analysis—and I discovered how reading can empower
individuals academically and personally.
Now, as a language teacher, I view reading as a bridge that connects learners to
the world and to themselves. In my classroom, I strive to recreate the same excitement I
felt as a young reader. I choose materials that spark curiosity, encourage reflection, and
inspire imagination. I want my students to read not only for academic success but for a
lifelong love of learning.
My reading journey is far from over. I believe a good teacher must also be a
lifelong reader—someone who continues to explore new ideas, perspectives, and worlds
through books. Each page I turn enriches my teaching, shapes my values, and reminds me
why I first fell in love with words.