Jeffrey D. Wilhelm

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, 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.… (more)

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 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.… (more)