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The Book Whisperer: Awakening the Inner Reader in Every Child

The Book Whisperer: Awakening the Inner Reader in Every Child

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The Book Whisperer: Awakening the Inner Reader in Every Child

4/5 (162 ratings)
285 pages
3 hours
Jan 12, 2010


Written by Scribd Editors

There is a reader deep in the soul of every child. That's what Donalyn Miller has always believed, and her exceptional career coaxing that out of her students is on full display in her guide to awakening the innner reader in every child.

Miller claims she hasn't yet found a student she couldn't instil a love of reading into. Every student who enters her sixth grade class leaves reading an average of 40 to 50 books a year, a feat she attributes to her unique teaching methodology. Rather than setting goals and drills that make reading a requirements, Miller introduces kids to the winding, expansive landscape of literature and helps them find their way to stories that interest them.

Along with a list of recommended kid lit that has served her well over the years, MIller's The Book Whisperer helps parents and teachers discover a teaching style that brings children to a love of reading.

Jan 12, 2010

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The Book Whisperer - Donalyn Miller

Table of Contents


Jossey-Bass Teacher

Copyright Page

Title Page




CHAPTER 1 - There and Back Again

Wake-Up Call

Lost in the Wilderness

Where Am I Going?

On the Path

Going Forward, Sort of

CHAPTER 2 - Everybody Is a Reader

Types of Readers

Testing the Teacher

Conditions for Learning

CHAPTER 3 - There’s a Time and a Place

Time for Reading Is Time Well Spent

Stealing Reading Moments

Creating a Place for Reading

Quiet, Please (Except Maybe This Teacher)

CHAPTER 4 - Reading Freedom

Reading Plans

Reading Requirements: Why Forty Books?

Validating Reading Choices

Introducing Authors Through Read-Alouds

Building Background for Genre

On the Same Page: Keeping a Reader’s Notebook

CHAPTER 5 - Walking the Walk

The Need for Reading Role Models: The Crux of the Reading Crisis

What Does Reading Mean to You?

Finding Your Inner Reader

CHAPTER 6 - Cutting the Teacher Strings

Seeing the Wallpaper

Traditional Practice: Whole-Class Novels

Traditional Practice: Comprehension Tests

Traditional Practice: Book Reports

Traditional Practice: Reading Logs

Traditional Practice: Round-Robin and Popcorn Reading

Traditional Practice: Incentive Programs

CHAPTER 7 - Letting Go

Back to Square One?

What Are We Preparing Students for?

Learning from Exemplars

Connecting Through Books


Appendix A: The Care and Feeding of a Classroom Library

Appendix B: Ultimate Library List

Appendix C: Student Forms




About the Author

About the Sponsor

Miller’s strong love for reading and her desire to develop lifelong readers is inspiring. She is crafty in her way of sweeping her students into her reading world. This is a great read that should encourage teachers to take a closer look at the readers in their classrooms and the way in which they teach reading and support them.

—Arlyne Skolnik, Reading Teacher, West School, Long Beach NY

The Book Whisperer (I love the name!) was both inspirational and incredibly practical. I highlighted many passages to share with my students and teachers and I plan to use this as a text next year when I teach my undergraduate reading methods course.

—Patricia M. Cunningham, Professor of Education, Wake Forest University

"Miller’s new book, The Book Whisperer, is a breath of fresh air in this era of teacher-dominated reading test preparation lessons. She sets forth both an argument and evidence for immersing kids in reading as the alternative to the often mindless reading lessons offered in hopes of improving test scores. She writes about her own 6th grade classroom where students are expected to read at least 40 books each year and her stories will convince you that it is time to focus on teaching children rather than teaching books or stories. She will convince you that it is time to stop assigning book reports, whole class novels, vocabulary lists, quizzes, and worksheets and, instead, give students the opportunity to choose what they will read (within limits). She will also persuade you to allocate the school time actually needed to read 40 books in a given year. This is a powerful and practical book, one that will support you as you change your classroom for the better while helping you understand how to overcome current classroom cultures where some children learn and many learn to hate reading."

—Richard L Allington, Ph.D., University of Tennessee

Donalyn Miller’s practical ideas about children and books are sound. In an age of test-driven curriculum, reading this book will remind teachers, administrators and parents why giving reading back to the students is the right thing to do.

—Dr. Carol D. Wickstrom, Associate Professor of Reading,

University of North Texas

"In The Book Whisperer, Donalyn Miller deftly describes the inherent need children have to engage with books, intellectually and emotionally. The book is a timely and rare gift for teachers in this era of teaching for high-stakes assessments-Miller actually chronicles the path to reading for ‘intrinsic motivation’ we seek for all children, but seldom observe."

—Ellin Oliver Keene, Author/Consultant

Miller is one of those teachers you always wanted for your children. She understands how to teach reading, but knows that is not the same thing as knowing how to LOVE reading. She explores the sources of that love—a feeling for a certain place, a certain time of day, a certain friend, a certain dream. Reading is being surprised, intrigued, captured, removed from reality to other places you want to revisit, often. Few authors have ever conveyed this as well to parents and teachers as Miller does here.

—Jay Mathews, Washington Post education columnist and author

This book reminds anyone-who is lucky enough to have loved a book-what classrooms and kids have lost in our frenzy to ‘cover’ content and standardize student performance in the name of reading. This is a primer of the heart on how to make reading magical again.

—Carol Ann Tomlinson, William Clay Parrish, Jr. Professor of Education,

University of Virginia

Jossey-Bass Teacher

Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom-tested and research-based teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best.

From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to K—12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.

Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

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Library of Congress Cataloging-in-Publication Data

Miller, Donalyn.

p. cm.

Includes bibliographical references and index.

eISBN : 978-0-470-62342-8

1. Reading (Elementary) 2. Reading (Middle school) 3. Children-Books and reading.

4. Motivation in education. I. Title.

LB1573.M4938 2009



PB Printing

To Don,

my whisperer


DONALYN MILLER’S voice is one of a real teacher. She whispers practical ideas, validation, and fundamental truths about teaching independent reading that are often lost in the din of ever-increasing test prep mantras. Out of fear of failure or pressures from outside our classrooms, we let go of the very strategies and routines that could make our students succeed at reading, thinking, and writing. Donalyn’s critical eye sees what is happening to our classrooms. She laments how reading classes often become places without room for reading—authentic reading, as educators call it. As Donalyn notes, The National Reading Panel rejected the value of independent reading, but we simply can’t. Why would we focus on inauthentic reading? Seriously.

The Book Whisperer is practical and passionate. Donalyn Miller has no complicated scripts, endless prescriptions, or pie-in-the-sky quick fixes. In clear and accessible ways, she shares the nuts and bolts of an independent reading program, offering suggestions for how to begin and maintain a workshop approach that won’t make you pull your hair out. Have you ever wondered how to inspire a reluctant reader? Donalyn has simple practical advice. Have you ever wondered how to get your students to keep a record of their reading? Have you figured out how to encourage students to respond to reading without squeezing every drop of joy out of it? Donalyn has. One page at a time, she reveals how any teacher can artfully listen and respond to their students and take them to new heights of reading achievement and pride that may seem out of reach. She reinforces with class-created charts, note taking, student talk, and writing activities how easily our instruction can flow from our students’ interactions with text, with us, and each other.

Donalyn is a friend with whom you want to kick off your shoes and talk for a while. She is also the kind of friend who never beats around the bush. She says exactly what she thinks and what she knows. She doesn’t hold back. Her credibility is borne of experience and experimentation, failure and refinement, gut instinct and heart-felt concern, stubbornness and an ability to let go. She teaches us through her classroom stories and her students’ voices. She gives us information to stretch, shift our focus, and make our class a path to life-long, joyous reading.

Reminding us that reading instruction is about one thing—reading—she stays constant and true to the practices she has honed in her classroom. There are no worksheets, computer tests, incentive programs, packaged scripts or scripts parading as professional books here. Donalyn Miller speaks for the joy of reading, reminding us what we should fight for—students with their hands and eyes and minds on real, free-choice books—and what we should let go.

Donalyn’s personal story will cause you to reflect and refine your reading program. Whether she is talking about types of readers and solutions for teaching them, reminding (or introducing) you to the simple brilliance and applicability of Camborne’s conditions of learning, or explaining why we should fight for independent reading time in our classroom, the voice of a real teacher comes though.

Curl up with this good book. Personally recommended titles are the best, aren’t they? Just like Donalyn and her students recommend books to each other, I am recommending this book to you. Read it right now. You will be inspired to open a book and to amp up or restart your independent reading program both for you and your class. I was.

Within these pages, Donalyn nudges us to reflect on how our students are engaging in our reading program, against the backdrop of her own story. She gives us a vision of what an effective reading program looks like. And how easily it can be done. Of course, anything this wonderful takes some effort, but any meaningful effort never feels like a struggle. With this book, we simply relax into the flow of words and discover all the places we can go.

Jeff Anderson


I AM NOT A READING RESEARCHER. I am not a reading policy expert. I do not have a Ph.D. What I am is a reading teacher, just like many of you. My source of credibility is that I am a teacher who inspires my students to read a lot and love reading long after they leave my class. I require my students to read forty books during their time in my sixth-grade classroom, and year after year, my students reach or surpass this reading goal. Not only do my students read an astounding number of books, they earn high scores on our state’s reading assessment, the Texas Assessment of Knowledge and Skills (TAKS). I have not had one student fail the state assessment in four years, and an average of 85 percent of my students score in the 90th percentile, Texas’s commended range. I have taught students of all economic and academic backgrounds, from the children of non-English speaking immigrants who struggle with the English language to the children of college professors. The conditions I create in my classroom work for all of them.

When asked me to respond to readers’ questions for their Ask the Mentor column in the fall of 2007, motivating students to read mountains of books was my source of credibility to them and to the thousands of readers who made that column so popular. Teachers, administrators, and parents flooded Web site with questions about picking books, getting students interested in reading, and developing conditions in classrooms and living rooms that would encourage children to read.

Due to the obvious demand for practical information about creating readers, the editors at next offered me a long-term stint writing a blog titled The Book Whisperer. The blog is a place where I can fly my free-choice reading flag and discuss the issues that reading teachers contend with daily: national, state, and district policies that mandate what we teach, the limited instructional time we are given to teach, and the eternal quest to inspire our students to read.

Why is the need to motivate and inspire young readers such a hot-button issue? Why do teachers and parents cry out for information on how to get children to read? This topic is in the limelight because so many children don’t read. They don’t read well enough; they don’t read often enough; and if you talk to children, they will tell you that they don’t see reading as meaningful in their life.

The field of reading research produces study after study attempting to explain why emergent readers are not learning to read well by third grade, why intermediate students are not interested in reading, why secondary students read less and less with each passing year they are in school, and why so many students cannot comprehend the information in their textbooks or pass standardized tests. Instead of re-examining the foundation of sand on which so many federal and state reading programs were built, the 2000 Report of the National Reading Panel, Teaching Children to Read, policymakers ask for more money and beg us all to give these programs more time (National Institute of Child Health and Human Development, 2000). The children cannot wait. They do not have more time. While Washington policymakers, state and district boards of education, and administrators scramble to figure out what is best practice for getting children to read, crafting program after program in which they claim to have the answers, these children are graduating and breathing a sigh of relief that they never have to read a book again.

We have worked so hard to develop systems to teach reading, yet I claim that we had no justification for systematizing an act like reading in the first place. The only groups served by current trends to produce endless programs for teaching reading are the publishing and testing companies who make billions of dollars from their programs and tests. It is horrifying that the people who have the corner on getting children to read—children’s book authors, parents, and teachers—get the least credit monetarily or otherwise.

I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test-practice curricula facilitate a solid bottom line for the companies that sell them. These programs may deceive schools into believing that they are using every available resource to teach reading, but ultimately, they are doomed to fail because they overlook what is most important. When you take a forklift and shovel off the programs, underneath it all is a child reading a book.

In 2000, the National Reading Panel left independent reading off their recommendations for improving reading instruction, stating, The Panel was unable to find a positive relationship between programs and instruction that encourage large amounts of independent reading and improvements in reading achievement (National Institute of Child Health and Human Development, 2000, pp. 12-13). It puzzles me that an initiative with the purpose of improving students’ reading achievement leaves out independent, free-choice reading. Stephen Krashen, respected researcher, activist, and author of The Power of Reading, identifies fifty-one studies that prove that students in free-reading programs perform better than or equal to students in any other type of reading program. Krashen found that students’

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What people think about The Book Whisperer

162 ratings / 23 Reviews
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  • (5/5)
    Oh, to have more English teachers like this in our schools. Ones who love their students enough to realise that to develop a love of reading, students must read books of their choice, and not just complete worksheet after worksheet. A terrific, inspiring book, Ms Miller.
  • (5/5)
    DEFINITELY BEYOND 5 STARS...WOW. So Donalyn Miller did for me what no other professional development book ever has - it has made me want to leave administration and actually become a reading/language arts teacher. I have been in education for 25 years and have cringed at teaching language arts, not because I don't adore reading (which I do), but because I hate group reads, anthologies, and worksheets that students spend more time on than actual reading!

    Immediately after finishing this book, I spent a considerable time texting with my academic coach in which I recommended she read it pronto. She and I are of the same belief and I know she'll embrace the concept as much as I do. Then, how can we implement the concept at our site????

    What Donalyn does, though, is remarkable. She speaks to the simplicity of her "allowing students to read" concept, but downplays some very critical points - 1) She is a dedicated teacher who obviously spends multiple hours not only pouring over the plethora of books her students might read, but to review and comment in their notebooks and to make suggestions? That takes serious time beyond the normal life of even a great teacher. Add to that the time spent finding books and preparing them for library use. 2) She is a gifted person herself. You cannot make these recommendations lightly - these are students. She knows her literature and is a true expert in her field. We need more teachers like her that are truly gifted. I know of a handful that might be right there with her, and they'll be the first that I recommend this book to. 3) She has the ultimate and complete support of her family. It takes this support to not only spend every spare cent on school supplies/books (as I know all teachers do), but to invest the time engrossed in a book is a culture that her family supports and, I'm sure, participates in themselves. I can only imagine the "book club" types of discussions that go on at the dinner table.

    Mrs. Miller - I commend you and give you my highest rating, including being on my favorites shelf. Well done.
  • (5/5)
    I have the problem of a 4th grade son, who reads voraciously, but is hard to find books for. And while his comprehension is well above grade level, his emotional maturity is well behind, so he is in no way ready for books aimed at middle school students.

    I have the glorious problem of also having a 2nd grade son, who has caught the family bibliomania, but is hard to find books for. While his reading comprehension is also well above grade level, his emotional maturity is behind, AND he likes very different things than my older son.

    The Book Whisperer is one of a batch of books that I picked up from the library to mine for suggestions of books to potentially suggest to my sons. I found myself hooked and finished in less than a week. And while she didn't have many suggestions appropriate for my kids, I found Goodreads through her resource section. So perhaps here I can find more books to summon from the library.
  • (4/5)
    This book has made me rethink everything I have done to promote reading for the passed 15 years. Ms. Miller has made a very powerful case for choice in reading instruction. As a school media specialist, I know I will be making some changes to my program.
  • (5/5)
    I absolutely loved this book. It was on my to-read list for the longest time and once the school year ended in June, I finally had the time and energy to read teaching-related books. I initially borrowed this book for our local library, but immediately purchased it after I finished it (in one evening) so I that I could have my own copy to write in and plaster with post-its.This book was everything I was hoping for and more. This is the book I wish I was around when I first started teaching. It is no secret that I love reading and have loved reading for as far back as I can remember. One of the reasons I became a teacher was because I wanted to share my love reading with kids and instill that same love of reading within them. Even though I think I've done a decent job of sharing that with my students over the years with various things that I've implemented in my classroom, I loved that this book gave me practical ideas that would be easy to introduce in my classroom right away.The hardest thing about being a teacher nowadays is the pressure to perform on tests. It's all about the test scores and subsequently, what we know to be "good teaching" goes by the wayside because there really isn't any time to do it. About a year ago, I was almost at the end of the year and realized that I just did not like teaching reading anymore. I dreaded that part of the day because it was so dull to me. It was all about reading passages and answering test questions. No wonder they were bored, I WAS BORED! My grade-level and I had a deep discussion about it and we decided we need to do read-alouds again, not because we wanted to teach some standard or whatever, but just to enjoy the act of reading and sharing a story together. Go figure.I devoured this book in one evening and then promptly raved all about it on my facebook to share with my fellow colleagues and teacher friends. I feel like it started a little "Book Whisperer" revolution amongst my closest teacher friends and several of them bought, read and also implemented ideas from the book as well. My grade-level team also read the book and we started off this school year with a mutual enthusiasm to create lifelong readers in our students.My students plowed through the book tubs full of books from my classroom library on the first day of school. We all read together and it started my year on the right foot with reading at the core of my mornings. They are currently deeply into their 40 book challenge this year (and beating my measly 8 books) and on fire with the number of books they are reading. We have book commercials on Fridays and I love seeing how many of them are reading books that their peers have recommended. Even though sometimes I curse myself for doing them because they take up a lot of time each evening, my students and I converse once a week with letters that we write back and forth to each other in their reader's notebooks. I really know my students as readers. They come to me asking for recommendations and it delights my heart when they dig through my classroom library each day looking for their next favorite book.Thank you, Donalyn Miller, for helping me to create the classroom of readers that I always dreamed of.Overall:It was an fantastic read and I highly recommend it to teachers who love reading and want to create a classroom of lifelong readers. While it shared some theory and education philosophies, it definitely provided a lot of practical tips and ideas that were easy to implement into my classroom. The way Miller writes makes you feel like you're having coffee with an old friend. Her love of reading pours out of this book and it is so contagious, you can help but catch it and want to pass it on. Get this book now, you won't be disappointed!
  • (5/5)
    Will implement as many strategies as possible. I have started to read books off of the ultimate library list and checking off ones that I already own.
  • (5/5)
    I have always been a big believer that the traditional way of teaching literature/reading -- assigning books that kids should read, and then quiz the hell out of them or make them construct dioramas or do other projects that prove that they read the book -- is definitely not the way to instill a love of reading. What quicker way to turn a kid of than giving him vocabulary words from the books and make him them write down the definitions? Teachers suck the fun and joy out of reading. Donalyn Miller's The Book Whisperer gave me renewed joy for reading for pleasure and conviction to speak out about how important it is to let kids read for pleasure and fun. She points out all the obvious advantages -- which she needs to do because educators sometimes forget those obvious advantages, and then gives us guidance about how we can return the LOVE of reading to our students.I offer a middle school elective class that consists of kids coming into the library, finding a comfy place to sit so they can read for 40 minutes -- uninterrupted and not questioned. They read what they want for how long they want. If they want to abandon a book and pick up something else, they are welcome to do so. If they want to pluck a book off the library shelves and look at the pictures, they are welcome to do so. When they leave the library, I say good bye and they go on with their day. I don't question them to make them prove that they have read. If they want to tell me what they are reading, I love hearing about it, but it's not required for my class. Sometimes in our society we tend to place negatives on the things we do for pleasure. Reading is among them -- if we're sitting in a comfy chair and read the day away, our societal mores tell us that we wasted the day because we didn't do something productive. I ask everyone, since when is reading -- which stimulates our brain, improves vocabulary and comprehension, and gives us knowledge -- unproductive. Thank you for Donalyn Miller for writing the book that gives us the freedom to read again.
  • (4/5)
    This book explains how one teacher set up her classroom to encourage students to become readers. No matter how much we rail about standardized tests, they seem to be here to stay. Get over it! Many of the author's ideas are not new--veteran teachers have been doing these things for years. The letter by the principal as the Afterword greatly annoyed me. It implied that teachers are not in favor of making kids better readers, or think that reading is not important. It reminded me a lot of a rallying cry or political speech.I was also annoyed by the author's incorrect grammar--plural/singular, as well as the shortened incomplete soundbite sentences.The book list at the end was great--created by kids!
  • (5/5)
    I want to run through the streets, tossing copies of this book at every teacher I know. "The Book Whisperer" is a wonderful exploration of why students in the U.S. are not becoming readers, and how to implement classroom practices that will lead kids to have a lifelong love of books.I wish I'd had the author for my sixth grade English teacher. Her anecdotes from her own class are engaging, and often quite funny (Though I won't say "compelling," ha ha). Drawing upon experience culled from her years of teaching, Miller makes a convincing case against the traditional Language Arts staples -- book reports, extensive test prep, reading logs -- in favour of having children read freely and extensively in the classroom. I know, I know, some of you may be dubious. Read the book. It's well-rated by almost every reviewer for a reason.
  • (3/5)
    One teacher completely embraces the notion that the more children read, the better for them. She constructs her classroom and her day to encourage reading as much as possible. If only...
  • (4/5)
    Normally I have a hard time liking books that paint things too easily or rosey. Being a reader, I found myself willing to let the message (and not the many missing specifics of her teaching methods) be what I took away. The book arrived in my hands at a time when I've been pushing for more reading within my workplace -a bit of serendipity.
  • (5/5)
    In "The Book Whisperer," Donalyn Miller inspires with personal accounts as a reading teacher who has successfully taught children how to intrinsically love to read. Miller writes of the importance of understanding and connecting individual readers with books that they would enjoy.
  • (4/5)
    Wish I had read this book in 2009 when it first came out. It's every bit as relevant now and validates what many teachers and librarians have known all along. To motivate children to become lifelong readers, they need choice and time to read, not worksheets and test prep.
  • (5/5)
    Donalyn Miller is a teacher and avid book reader. In The Book Whisperer she explains the importance of reading in and out of the classroom and what you can do to encourage your students to read. I loved this book and found it very inspiring. I would definitely recommend this book to anyone who wants to awaken the inner reader in a child!
  • (5/5)
    Donalyn Miller is a sixth-grade language arts and social studies teacher in Texas. She inspires her students to read by offering them time to read during class, allowing them to choose their own books, and modeling her love of reading. Her dedication and the results she's seen with her students are inspiring. Although the book may have more practical advice for teachers, librarians will also find their batteries recharged after reading this book.
  • (5/5)
    Throw away the reading logs, novel reading unit activities, and reading comprehension worksheets. Do not require your class to all read the same book at the same time. Forget book reports. Allow your students to read books that they want to read and they will become life-long readers and have higher reading comprehension test scores.The author of this book requires that her 6th grade students in a Texas school read 40 books in a school year - with a requirement that there be a certain number of books from selected genres. They do book commercials and write their own teasers for the books and communicate about their reading with the teacher through a journal and frequent book talks.The author shares her enthusiasm for reading with her students and they share their enjoyment of reading with one another. It sounds so wonderful! I really enjoyed this book! I think that the author is totally correct in her assertion that students should be allowed to read books of their own choice in reading class and should not have to answer meaningless questions about them and read class sets of novels that they may not be interested in. I taught middle school in Texas for 13 years. For the first 9 or so years, I taught reading - 6th, 7th, and 8th grades. I also taught some remedial classes for students who had failed the reading portion of the state test. I was successful. Those students all passed the test after my class except for one who raised his grade from a 27 to a 57, which is still pretty goood. But, I did it by drill and kill. I was not allowed to let my students just read books the way the author does. I had a certain number of worksheets that my students had to do each week and I had to document it. One year, I was told that I could not even assign reading for book reports until after the state test - in May. I finally begged to be allowed to teach social studies instead of reading. I taught that for a few years before quitting to stay home with my own children.I am currently substitute teaching in two Texas school districts. I was amazed that so much of the research that the author cited that proves that students need to read actual books to improve their reading skills is from from years and years ago, yet none of the schools that I have been in have ever allowed teachers to do what the author does in her classroom. The author repeatedly states that she is sad that other teachers don't encourage free choice reading the way that she does. I think that she is in a unique situation to be allowed to do that. Her situation works well also because she only has 55 students. In middle schools if Reading is taught as it's own class rather than as part of Integrated Language Arts, teachers have about 130 to 180 students. If it is taught as part of Integrated Language Arts, they have about 80 to 90 students or so. That makes it a bit more difficult to do some of the things she does.The author also has a huge classroom library of books that she has bought mostly with her own money. I used to do that too. It makes me sad to walk into a reading classroom that has very few or no books in it.I wish that principals, superintendants and curriculum planners would read this book. I think it would be fantastic if all reading classrooms were libraries where children could choose their own books to read and learn to love reading and share it with one another.
  • (4/5)
    I read this about five months ago and forgot to review it, so please forgive me if anything is misspoke. Miller is one of my mother's favorite educational guru's. In this book, she intersperses personal anecdotes regarding superliterate, illiterate, and aliterate readers with tips and tricks on how to reach each student. I like a lot of her ideas and plan to implement some. I love that she's not a fan of programmed reading (pre-packaged, scripted lessons) but at the same time I fear she teaches *only* a love of reading without teaching any of the dynamics of books, grammar, or vocabulary.
  • (4/5)
    Common sense approach to building "readers for life" by making reading the heart of the English/language arts curriculum AND, most importantly, allowing kids to read in class and supporting their reading with a genre-sorted , wide-ranging, in-class library. Inspirational stuff, delivered in a highly readable book, full of practical advice and cross-referenced to supporting research.
  • (4/5)
    Recommending this one to our reading teachers.
  • (4/5)
    Best for classroom teachers
  • (4/5)
    how Donalyn made readers of her students despite the constraints of normal classroom requirements - "by setting the expectation that reading is what we do, always, everywhere, it becomes the heart of a class's culture"
  • (5/5)
    I loved the philosophy of this book, and I have no doubt that the concepts outlined in the book are highly effective. Donalyn Miller, the author, tells how she runs her 6th grade classroom with the clear goal of creating lifelong readers. To do so, she has rejected many of the teaching concepts that rule in the classroom. She expects them to read 40 or more books throughout the year, and encourages this by providing a significant chunk of reading time in the classroom every day. She has stocked her classroom with hundreds of books, organized by genre, and the kids choose which books they will read. Her numerous techniques all make sense (no boring book reports) and her success is backed up by the consistently high results of her students when they take their state tests at the end of the year. Best of all, her students across the board learn to love reading and most achieve the 40 book goal for the year. I highly recommend this book.
  • (5/5)
    I think this book is wonderful. There are so many suggestions in here that I want to implement in my future classroom. I especially love the student created Ultimate Library List found at the end of the text.