Why I Read My Autobiography

In grades second through sixth, I remember reading to my stuffed animals. The stuffed animals needed to be in lines, matching a school setting. The makeshift desk included a box that contained all my past school assignments. Diary of a Wimpy Kid, Biscuit, Junie B. Jones, and Clifford are a few books I read just the same as a teacher. When I acted as a teacher, I also read resembling a teacher, by pronouncing every word, slowly, and showing the animals the pictures in the books. The reason I read to my stuffed animals was a result of wanting to be a teacher when I grew up; as of now this has changed. This helped my reading skills, I believe, as a result of pronouncing every word and learning different vocabulary words. Unlike a few students, reading came as a natural skill to me. I read anything I was able to reach; that included magazines, shampoo bottles, cereal boxes, and road signs. Nevertheless, I have

I felt superb, as I had never finished a book that had over 100 pages. As a result, I pushed myself to complete longer books such as Harry Potter by J. K. Rowling; I never finished the series, because I did not enjoy reading the first book. Nevertheless, I persevered and began to enjoy reading other books of my interest, such as memoirs from Lily Collins and Connor Franta. Consequently, every time I receive or buy a new book I am thrilled, because that means I can add to my book collection. Due to my eagerness, I always have to rearrange my bookshelf to accommodate the new books I gain. Uniquely, every time I read a book I can see the story’s world in my head. I remember, vividly, in tenth grade, I read the book Thirteen Reasons Why by Jay Asher, and I saw every scene that happened in the book. I imagined Hannah recording herself before her suicide, Clay - listening to the tapes and following the map that Hannah left with the tapes, and Hannah’s