Wilhelm, Chapter 3

The three criteria for any classroom research method are great guidelines to follow when getting to know your students reading methods. One of the certain methods that I hope to put into action is the teacher journal. I believe that writing down observations, assessments, converstations or just memories of students is a great method. Once again, I also highly agree with the think alouds. This method is a great way to model good ways of reading. Another good method that he points out is the symbolic story representation. This is a well planned interactive way to get students involved in the literature. This method brings in arts and crafts and can make reading fun.
The ten dimensions that Wilhelm explains in chapter three, are very well researched. They are broken down into Evocative dimensions, connective dimensions, and reflective dimensions. I believe that the most interesting dimension is the connective dimension. For me, this is the most exciting. It shows how the students really not only understand, but that they can demonstrate what they have learned. These dimensions break down each part of the reading process. This helps teachers understand where students are coming from and the steps they go through.

Wilhelm, Chapter 2

The first thing that really stood out to me when reading this chapter was not only the section on valid reading but also the part about really doing research about the students' reading activities. It is a necessity to understand where your students are coming from. The methods that he mentioned seemed like great ways to gain a look into the students. Some of the methods that really caught my eye were the interviews, literary letters and think alouds. Although, I have not done a think aloud actually in the classroom, I have had experience with them and think they are great tools for reading.
When Wilhelm chose the case study, he chose two girls and one boy. I believe by doing this he got a good range of students. There is always a stereotypical view that the only students who read get straight A's or are nerds. This meant a lot to me, because I was one of those students. I loved to read but didn't get the best grades. He did a great job of researching diverse students, that way he can learn how to reach all of his students instead of just a some. I plan on doing some of the same research with my students. This also was refreshing because it is good to know that students love reading as much as Cora, Ron and Joanne do.

Wilhelm, Chapter 1

Wilhelm, Chapter 1

The first thing that I thought of when reading this chapter, was my pre-internship. Most students absolutely hated to read. I just could not understand where these kids learned to loathe literature so much, but then I went back and through of my worst English teacher. After I did this, it all made sense. New Criticism, is drilled into students head from the beginning of their literature careers. This theory, although a very good theory to know, it is not the only thing students needs to focus on when dealing with reading literature. Students need to know that they can interpret literature any way they want. There is not always one overall meaning to a piece of literature. Instead of the students interpreting the literature how they want then working from that, students are constantly trying to guess this certain meaning that the New Criticism theory points towards.
Rosenblatt summed up my view very well when she defined "valid reading". It must be two things, one being that the interpretation is not contradicted by any element of the text and that nothing is projected for which there is no verbal basis.
I was very interested in the bottom up approach that had the idea that "once students have understood and mastered, the sub skills of reading, they can apply these in context to decode letters and words." I agree with this approach to a point. I wouldn't want the students to believe that this is the final step of reading. Yes, this is a great way to learn how to decode, but I would want my students to make sure they know that decoding is NOT reading. Many students believe that since they can decode very well, they are very good readers. I hope to steer away from just mere decoding in my classroom.