Jeffrey D. Wilhelm

For teachers or parents out there who are struggling to get their kid to read - get this book! Wilhelm has spent years researching the best methods for engaging struggling readers with books, and for helping engaged readers find even more meaningful ways of connecting with stories, novels, and other texts. "You Gotta BE the Book" gives a fairly good overview of why struggling readers don't like reading, what's preventing them from enjoying books, and how to fix it. It also presents some show more simple activities that are incredibly effective at helping kids enjoy and make meaning from what they read.

As teachers, it is our responsibility to help struggling students over obstacles. This book isn't just for English teachers, though it definitely has more relevance to them than to any other subject; however, if you teach reading at all in your classroom, Wilhelm's ideas about reading activities and the struggle of low-level readers are definitely worth checking out. I found this book accessible, enjoyable, and incredibly useful in understanding the problems that many students go through and the ways we can help them overcome those problems.

Some of the ideas seem very simple or common-sense, but it's nice to be reminded of what may help students. I especially liked Wilhelm's ideas of using drama and art to respond to a text, instead of the more common question-and-answer or essay approach. I think that all of the activities he presents are practical and easy to implement in the classroom. Read this one! It's worth it. show less

While this is a book I read as a teacher candidate, it is one that I will never let leave my sight. I cannot stop recommending it to fellow teachers. Wilhelm, a veteran teacher, delves into a year of research on what it means to be a reader. What do good readers do that unengaged readers do not? He follows nine students who represent the spectrum of readers that he often encounters. The reader is led on a journey through the year and is able to see how Wilhelm works to get those students who show more are disengaged, engaged. His philosophy aligns with many teachers' today (myself included). His recommended activities connect with visual, and auditory learners by incorporating drama and art heavily into the curriculum. His actions as a teacher researcher are admirable, and the results seemed both realistic and positive. Learning about research from inside the classroom has suddenly become more beneficial than any article I have read as a teacher candidate. His words help to give teachers a voice that sometimes gets silenced by the outside politics and policies. show less

There are some interesting strategies here, especially SRI (symbolic reader response). Wilhelm focuses on visualization strategies including art and drama, but does not address problems with decoding. I have already implemented a couple of these ideas in my classroom with some degree of success.

The authors conducted a study of boys and reading, focusing on a racially diverse group of 49 boys and tracking their reading interests and reactions. Although research on boys and literacy has highlighted general themes, the authors caution that individuality must be taken into account. They found the following "flow experiences" as key to inspiring/maintaining boys' interest in reading: a sense of control (provide choice!) and competence (suggest teachers frontload info before a reading, show more create relevance), challenge, clear goals and feedback (suggest creating displays, projects) and a focus on the immediate experience (social relationship with characters, engaging materials). They stress the importance of teachers rethinking they way they teach English/reading based on their study. show less