"You Gotta Be the Book": Teaching Engaged and Reflective Reading With Adolescents (Language and Literacy Series (Teachers College Pr)) (Paperback)

by Jeffrey D. Wilhelm (Author) "This past year, on reading workshop days, my seventh grade students had to show me an "entrance ticket" to enter the class..." (more)
Key Phrases: less engaged readers, symbolic story representation, less proficient readers, The Incredible Journey, Roll of Thunder, New Critical (more...)

Editorial Reviews

Product Description
Through textured case studies of engaged and relectant readers, this text addresses the following issues: what do highly engaged, adolescent readers do as they read?; what is it about traditional schooling, reading instruction and literary instruction that deters engaged reading and serves to disenfranchise young readers?; how can interventions like dramatic and artistic responses to literature be used in classrooms to help all readers, especially reluctant ones, to take on the strategies and stances of more expert readers - and to reconceive of reading as a personally meaningful, pleasurable and productive pursuit? The work will serve as a supplemental text in graduate and undergraduate courses in language arts, reading and writing methods, and remedial reading. It should also be of use to teacher educators, special educators and parents.

Product Details

• Paperback: 208 pages
• Publisher: Teachers College Press (November 1996)
• Language: English
• ISBN-10: 0807735663
• ISBN-13: 978-0807735664
• Product Dimensions: 9.1 x 6.2 x 0.6 inches
• Shipping Weight: 9.4 ounces
• Average Customer Review: 5.0 out of 5 stars See all reviews (6 customer reviews)
• Amazon.com Sales Rank: #479,227 in Books (See Bestsellers in Books)

Customer Reviews

Most Helpful Customer Reviews

71 of 73 people found the following review helpful:

5.0 out of 5 stars At last, some good news about teaching reading., August 25, 1998

By	David Baxter [e-mail] (Tamworth, Australia) - See all my reviews

At a time when countries like USA, Australia and Great Britain have registered their concern over literacy standards in schools by subjecting students to an ever increasing battery of standardised tests, it is refreshing to read a book by an experienced educator which emphasises a human and humane approach to putting the joy back into teaching reading. Jeffrey D Wilhelm's response to teaching students with reading difficulties is to make books "live" by using drama and art activities to enable readers to see and feel the text as well as to read it. He maintains that reluctant readers feel submissive to texts, seeing them as codes to be cracked rather than as containing meaningful stories and experiences. These students become so preoccupied with word identification and pronunciation that they never experience sentences and meanings. It is not until the teacher intervenes to reinforce reading with visualisation and actualisation activities that some students begin to "see" stories in their imaginations for the first time. Wilhelm's resistant students move from rejecting reading altogether as being irrelevant and boring to actively interrogating texts to check the validity of their artistic and dramatic performances - they learn to enjoy reading. It's worth wondering whether any basic skills test or comprehension activity could claim to have had that effect on even the most enthusiastic of readers. As an educator of beginning high school English teachers in Australia, I found this book to be both inspiring and topical, given the debate about literacy standards, particularly in relation to boys. One of the most frequently asked questions from student teachers returning from their practice teaching experiences is, "How do you get kids to read anything these days?" This book provides some helpful suggestions - firstly, get to know the students, without labelling them as failures, secondly don't be afraid to use texts they enjoy outside school, especially comics, and then present literature in conjunction with other forms of art so that students can see their experiences represented. Wilhelm is insistent that once students can "see" the worlds written about in literature, then they can enter the story world and from there encounter texts at gradually deepening levels of insight and enjoyment. It sounds like it might be worth a try.

29 of 30 people found the following review helpful:

5.0 out of 5 stars Very inspiring and full of ideas, January 21, 1998

By A Customer

This book is fantastic! It's fun and very enlightening to read about Mr. Wilhelm's experiences as a junior high literature teacher. He has a firm grasp of contemporary reader-response theories and provides dozens of great project ideas for teaching literature to adolescents. I do a lot of empirical research into young adult reading patterns, and this book is full of inspiration and ideas. It is a valuable resource for both university students and English/ ESL teachers, as well as a well-written sory about one teacher's life in the literature classroom. Excellent!

21 of 21 people found the following review helpful:

5.0 out of 5 stars Great for remedial reading teachers, February 23, 2001

By A Customer

When I read this book last year, several months into working with an 8th grade remedial reading class consisting of all boys but two, I felt great relief to see that I was not the only teacher having such difficulties. Wilhelm used his difficult years of teaching remedial reading to kids who insisted on hating school and hating reading, and turned this experience into a practical approach to getting reluctant readers involved in a good story. His premise is generally that many struggling readers have difficulties because they are unable or unwilling to visualize what they read. He oulines practical ideas for helping readers visualize, generally by using process drama and tableaus in class. The book concentrates on a few different strategies, but he goes into some details on them, and just reading about these few strategies is enough to get you thinking about other ways to help your students. I'll never forget my macho boy students interpretating Charlotte from Avi's The True Confessions of Charlotte Doyle, sashaying around the front of the room. Once they got over their embarrassment, they enjoyed the drama and said such activities helped them remember and understand what they've read, as well as helping them connect with the characters.