More New and Used
from Private Sellers
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 2nd edition with a publication date of 11/16/2007.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Over a decade ago, Jeffrey Wilhelm's groundbreaking book showed educators how to think of reading as a personally meaningful, pleasurable, and productive pursuit. In the 13 years since its publication, the author has experimented with and further developed all of the techniques he first explored in "You Gotta BE the Book," including visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. In this expanded edition, Wilhelm adds a new commentary to each chapter in which he reflects on the research and insights he introduced in his now classic text.
Table of Contents
|Foreword to the Second Edition||p. xi|
|Foreword to the First Edition||p. xiii|
|Preface to the Second Edition||p. xvii|
|Introduction: Really Among Schoolchildren||p. 1|
|The Reading Struggle||p. 1|
|Personal Readings||p. 4|
|Children's Hour||p. 6|
|Compelling Questions||p. 7|
|Tentative Answers||p. 8|
|Setting the Task||p. 10|
|Commentary: The Human and the Cultural||p. 12|
|Moving Toward a Reader-Centered Classroom||p. 18|
|The Bottom-Up Approach||p. 19|
|Why Johnny Won't Read||p. 20|
|There Is an Alternative||p. 24|
|Getting Started||p. 26|
|Building on Rosenblatt||p. 29|
|Commentary: Be The Teacher||p. 32|
|Looking at Student Reading||p. 38|
|The Year Begins||p. 39|
|What Makes Valid Reading?||p. 40|
|Studying Student Response||p. 41|
|Three Highly Engaged Readers: Cora, Joanne, and Ron||p. 43|
|Why Read Literature?||p. 52|
|Commentary: Looking for Tomorrow Instead of Toward Yesterday-The Power of Teacher Research||p. 54|
|The Dimensions of the Reader's Response||p. 61|
|Classroom Research Methods||p. 61|
|The Dimensions||p. 67|
|Evocative Dimensions||p. 72|
|Connective Dimensions||p. 88|
|Reflective Dimension||p. 97|
|Epilogue: What We Learned Together About Reading||p. 109|
|Commentary: Literary Theorists, Hear My Cry!||p. 111|
|Using Drama to Extend the Reader||p. 119|
|Why Drama?||p. 121|
|The Students: Kevin, Marvin, and Libby||p. 126|
|Before Drama||p. 128|
|Dramatic Happenings||p. 132|
|The Moves They Made||p. 135|
|Reading as Pleasure: "You Have to Live the Story"||p. 143|
|Epilogue: The Potential of Drama||p. 145|
|Commentary: Motivation and Methods||p. 147|
|Reading Is Seeing||p. 153|
|Still Struggling: Tommy, Walter, and Kae||p. 154|
|Seeing the Visual Possibility||p. 157|
|The Visualization Project: Art in the Classroom||p. 161|
|The Art of Reading||p. 165|
|Moving Toward a Reflective Response: "The Book Said All That"||p. 176|
|Epilogue: Opening Doors with Art||p. 179|
|Commentary: Seeing the Substantive Possibilities||p. 184|
|Expanding Concepts of Reading, Response, and Literature||p. 188|
|Reading as Engagement||p. 189|
|Alternate Texts as Literature||p. 190|
|Using Student Experiences: Art and Drama Activities||p. 191|
|The Role of the Teacher||p. 192|
|The Teacher as Researcher||p. 196|
|Toward a Critical Literacy||p. 197|
|Commentary: A Humane and Democratic Classroom||p. 202|
|Questions and Activities for the Ten Dimensions of Reader Response||p. 207|
|Revolving Role Drama Lesson Plans for The Incredible Journey||p. 221|
|Stories and Poems Cited in the Text||p. 235|
|About the Author||p. 244|
|Table of Contents provided by Ingram. All Rights Reserved.|