"Reading Don't Fix No Chevys": Literacy in the Lives of Young Men (Paperback)

by Michael W. Smith (Author), Jeffrey D. Wilhelm (Author) "Time after time in our work with inservice teachers, we have heard them describe "problem" classes with statements like, "Of course, that class has sixteen..." (more)
Key Phrases: literate activity, literate lives, literate activities, Mostly Outside, European American, White Chocolate (more...)

Editorial Reviews

From School Library Journal
Prompted by research showing that girls as a group consistently outperform boys in tasks related to literacy, the authors attempted to determine the possible reasons behind this disparity, using a variety of techniques with a group of 49 boys of various socioeconomic levels, races, ages, educational histories, etc. The result is an evenhanded examination of boys' opinions about and approaches to literacy. The authors acknowledge the limitations of their research and discuss how their data may reflect these shortcomings but still reveal interesting tendencies within their group. The findings are related closely to Mihaly Csikszentmihalyi's work on "flow experiences." The authors concede that their conclusions could conceivably apply to girls as well as boys, suggesting that addressing student needs by gender may not be the most productive tactic in establishing and promoting literacy. Still, this clear, easy-to-follow text is worth a look, in large part due to its exploration of student approaches to literacy in school and out and how those attitudes can be applied to develop more effective methods of teaching.
Alison Ching, North Garland High School, Garland, TX
Copyright 2003 Reed Business Information, Inc.

Product Description
The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems.

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Product Details

• Paperback: 248 pages
• Publisher: Heinemann (March 12, 2002)
• Language: English
• ISBN-10: 0867095091
• ISBN-13: 978-0867095098
• Product Dimensions: 9.1 x 7.3 x 0.5 inches
• Shipping Weight: 14.4 ounces (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars See all reviews (4 customer reviews)
• Amazon.com Sales Rank: #167,121 in Books (See Bestsellers in Books)

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Customer Reviews

Most Helpful Customer Reviews

57 of 58 people found the following review helpful:

5.0 out of 5 stars Brilliant and Inspiring for Any Teacher of Language Arts, October 12, 2002

By A Customer

This book significantly changed the way I, as a teacher of Language Arts, think about what we do in secondary classrooms every day. Without ever being strident or laying blame, the authors methodically, movingly demonstrate that in so many ways, most middle schools and high schools are still far off the mark in how they teach English. And yet, the answer is right there--all we have to do is listen to the kids.

Sure, it's easy for us to listen to the good readers, the ones who zipped through "Lord of the Rings" in 5th grade, who devour books. But when do we really listen and respond to the needs of those kids--particularly, as the authors point out, boys--who never read, who say they hate to read?

The authors studied, and carried on extensive dialogues, with 49 boys in grades 7-12. What they found will shock and dismay some readers. To others, it will come as no surprise. Still others may see it as a call to action: Increasingly, many children--and boys in particular--fail to make any significant connection with what goes on in the language arts classroom. Even passionate teachers may be of little help, so long as they insist on imposing the conventional canon of "great literature" on all students. What's more, students who resist traditional reading are by no means necessarily illiterate. Many are highly competent readers of computer manuals, sports magazines, graphic novels and internet communications--to name just a few. Many are passionate about these alternative literary activities. But they find no reinforcement for them in school; often, it is quite the opposite.

The authors argue that we must reach students first through the literate activities they already know and value, and tap into these interests, these sometimes unconventional literacies, as ways to engage them in meaningful, real activities. Then, if all goes well, they will begin to seek out wonder and meaning in ways that go deeper than the surface, and the door may open, for some, on that world of symbolic, philosophical, emotional meaning that is so valued by teachers and other lifelong readers.

23 of 25 people found the following review helpful:

5.0 out of 5 stars We're failing our boys by ignoring their interests, September 24, 2003

By	Ron S. Potts "O'side Film Lover" (Oceanside, CA United States) - See all my reviews (REAL NAME)

I heard about this book on Amazon, and quickly picked it up. As a teacher of middle school English learners who will soon be transitioning to mainstream classes, I have had many battles with students, especially boys, who hate to read. At the beginning of the year, I have my students complete this statement on a piece of paper: "When I read, I feel....". From the boys, I've gotten such responses as "bored", "tired", "sleepy", and, strangely enough, "hungry". The reality is, our male students are falling through the cracks because they are not engaged with the texts. If students aren't engaged by "Death of a Salesman" or "The Scarlet Letter", then why do we still force them to read these books? One solution to solving the problem of low literacy skills among boys would be to allow more book choices. Literature circles are great, because they give students a choice. If one circle is reading "Lord of the Flies" and doesn't want to read it, then he could get in the group that's reading the book he wants to read. "Reading Don't Fix No Chevys" is an insightful, well-researched book that I have been recommending to all my fellow Language Arts and ESL/ELD teachers. Bravo!

9 of 10 people found the following review helpful:

5.0 out of 5 stars An Essential Read for All High School Teachers , November 12, 2005

By	John DeLaurentis "Rutgers B.A.-English / Ed.M... (New Jersey, USA) - See all my reviews

I read this book as a part of a Graduate level course in education I am taking at Rutgers University; the very University its author Michael Smith (who co-wrote with Jeffrey Wilhelm) once taught at. I found this book indispensible in its informative snapshots of high school boys from different backgrounds. It is clear that the language arts do not suffer from irrelevance for boys but perhaps from being taught in such a way that does not connect the texts with the boys' existing literary knowledge. After reading this book, you will learn that there are many ways to engage boys in the teaching of the language arts. I highly recommend this book. It is one of the top five best educational books I have read so far. Exceptional!