As Doug Buehl talks about in his section on "Disciplinary Literacy," pages 12 through 15, students are expected to "fine tune generic comprehension strategies" when they transition into high school (Buehl 13). He references how a student may be good at reading fiction but not so good at reading textbooks or manuals. Up until high school, I was exactly the opposite; I did not like fiction, but I did read textbooks begrudgingly. High school was the first place where I read a novel, and for the first time, I read it for pleasure. It was The Hobbit, by J.R.R. Tolkien that changed my outlook on reading, and although I still do not read frequently, this was the first time that I did not push back against reading assignments as much as I had prior to high school.
Before high school, I felt my reading literacy was adequate for my needs, and although I did not have an epiphany and suddenly love reading after The Hobbit, I did not work to avoid it as I had done in the past. This means the Disciplinary Literacy arrows Buehl uses would be fairly even for me, but they would all be very short arrows (Buehl 15).