The Book Whisperer: Awakening the Inner Reader in Every Child 1st Edition, Kindle Edition
Use the Amazon App to scan ISBNs and compare prices.
The Amazon Book Review
Book recommendations, author interviews, editors' picks, and more. Read it now.
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
To get the free app, enter your mobile phone number.
Customers who bought this item also bought
"Mrs. Miller's message was powerful, yet simple. She reminded educators of the simplest way to foster a love for reading: let students read for fun without asking for a book report when they are done." (The Examiner, November 4, 2009)
- Publication Date : January 12, 2010
- File Size : 4051 KB
- Word Wise : Enabled
- Print Length : 237 pages
- Publisher : Jossey-Bass; 1st Edition (January 12, 2010)
- ASIN : B0034DGPPE
- Language: : English
- Text-to-Speech : Enabled
- X-Ray : Not Enabled
- Enhanced Typesetting : Enabled
- Lending : Enabled
- Best Sellers Rank: #188,316 in Kindle Store (See Top 100 in Kindle Store)
- Customer Reviews:
Top reviews from the United States
There was a problem filtering reviews right now. Please try again later.
I bought the Kindle version and I really wish I had the paper copy version. There are helpful figures of questions and student responses, but due to formatting issues, they break in awkward places and I can't see the text very well on the figures and illustration in the Kindle version.
You can find Reading in the Wild here: https://www.amazon.com/Reading-Wild-Whisperers-Cultivating-Lifelong/dp/047090030X/ref=sr_1_1?ie=UTF8&qid=1490556181&sr=8-1&keywords=reading+in+the+wild
In chapter 1, “There and Back Again,” Miller tells the story of how she became dissatisfied with the whole-class novel and switched to reading workshops. Miller tells how she created materials with challenging questions and activities for the novel her class was reading together. Unfortunately, though, students spent little time reading and way too much time answering questions and doing activities. The result was boredom, which students associated with reading. She abandoned this approach and switched to reading workshops in which students chose books from the classroom library and read them during class. In this way, students can read interesting, level-appropriate books. Most importantly, though, they will read much more.
In chapter 2, “Everybody Is a Reader,” Miller describes the three types of readers: developing, dormant and underground. Developing readers haven’t yet learned to read fluently at grade level. Dormant readers can read at grade level; however, they haven’t yet found the joy in reading. Underground readers, on the other hand, love reading, but they see no connection between the books they love and books they read at school. Miller shows how the whole-class novel hurts all of these students and how reading workshops helps. As I read the descriptions and examples of these types of students, I could identify them in my own classes and the desire to switch to workshops grew within me. In the vignette following chapter 2, Miller explains how to create surveys and use the results to recommend books students will find compelling.
In chapter 3, “There’s a Time and a Place,” Miller argues for giving students time to read during class. She starts by giving students 15 minutes and gradually builds up to 30 minutes. Miller claims that if students read in class, they are more likely to read at home. Miller is not advocating independent silent reading in which students read with little or no guidance or feedback. On the contrary, Miller advocates an array of interventions for assisting students in choosing and reading level-appropriate books they enjoy. That is, Miller advocates scaffolded silent reading (ScSR).
In chapter 4, “Reading Freedom,” Miller explains how she assists students. First of all, she has high expectations of her students. She requires them to read 40 books, along with a minimum number of books for each genre but giving students the freedom to choose what they will read. By giving students such a high goal, they are bound to read much more than they have in the past. In fact, Miller says that those who read the required 40 always read more, usually more than 50! Next, Miller empowers her students with the 10 rights of the reader. Then, Miller clearly explains how she attracts student interest through read-alouds and book journals, which she uses to communicate with students about their reading.
In chapter 5, “Walking the Walk,” Miller implores reading teachers to regularly read children’s novels in order to become good models, give students good recommendations, and better understand their students. She recommends children’s books throughout her book, and appendix A provides readers with the “Ultimate Library List,” a list of 100 books recommended not by Miller but rather by her students.
In chapter 6, “Cutting the Teacher Strings,” Miller questions traditional reading activities and recommends alternatives. For traditional teachers, she shows how they can make slight modifications in their procedures to improve learning outcomes. For brave teachers who can defy tradition, she explains how to achieve course objectives while allowing students to choose books and providing them with time to read them in class. Furthermore, Miller offers superior alternatives to traditional comprehension tests, book reports, reading logs and round-robin reading.
In the final chapter, “Letting Go,” Miller laments that the vast majority of teachers do not take her approach to reading. As a result, her students have to go back to traditional reading classes when they move up to the next grade. She wishes that more teachers would inculcate the love of reading into their students instead of inundating them with worksheets.
The Book Whisperer should be read by parents and teachers who want their children to read a lot more. Parents will feel more confident in motivating their children to read. Teachers will feel more confident in creating the conditions for learning and enabling their students to read more than they have ever before. Foreign language teachers will appreciate Miller’s strategies, activities and techniques for extensive reading. In short, this is an indispensable book for anyone interested in creating a culture of reading.
Top reviews from other countries
Here are some of the wonderful insights from The Book Whisperer:
1. Create a self owned reading library in the classroom
2. Encourage kids to read across genre
3. New genres for example - historical fiction, etc
4. Better book review method - its called Book Advertisement (excellent)
5. Challenging kids to read 42 book per year! Phew! And amazingly kids achieved it
6. Beautiful cross section of recommended books.
7. Lots of positive conversation and case studies in the book.
Go ahead, be a Book Whisperer.
We don’t let them, that’s why. We stifle that spark with forests of papers and endless dissection of what could have been a favourite book.
I began reading this in the late spring and wished mightily that I had read it in the summer so I could begin the year with this book under my arm and a new perspective to teach from. Even so, my students had most likely read more in those few months than they had read last year, I’m sure.
I’d also discovered that I was buying books I’d assumed would make good “classroom books” and realized it had been a while since I asked my own students what they liked to read (insert facepalm here).
Rejuvenated and inspired again. Thank you.