Reading Don't Fix No Chevys: Literacy in the Lives of Young Men

by Michael W. Smith, Jeffrey D. Wilhelm

The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned.

Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed-factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.

Building their findings on their understanding of the powerful and engaging experiences boys had outside of school, Smith and Wilhelm discuss why boys embrace or reject certain ways of being literate, how boys read and engage with different kinds of texts, and what qualities of texts appeal to boys. Throughout, the authors highlight the importance of choice, the boys' need to be shown how to read, the cost of the traditional teaching of difficult canonical texts, and the crucial place of meaningful social activity.

The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. Providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike.

Genres: Education, Teaching, Nonfiction, Professional Development, Gender, Academic, Writing

248 pages, Paperback

First published March 12, 2002

About the author

Librarian Note: There is more than one author in the Goodreads database with this name.

Michael W. Smith is Professor of Literacy Education, College of Education, Temple University.
- Ph.D. University of Chicago. Special Field: Curriculum and Instruction.
- M.A.T. University of Chicago. Major Emphases: English and Education
- B.A. University of Chicago. Major: English

Reviews

[Salsabrarian]

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.

[Whitney Sorensen · Rating 4 out of 5]

This took me a while to get through, but I really enjoyed it. It helped me think about and analyze the research that I have done because it is so thorough and detailed. The end though, was particularly interesting and applicable because it took the data and drew more global implications from it. I felt like these implications influenced how I think about reading in the classroom and also teacher-student relationships- I definitely will be putting some of those things into practice.

[Rachel B · Rating 3 out of 5]

This was okay, and the authors raised some worthwhile points, but I'm just not sure that I agreed with their overall assumptions.

I'm all for discussions on a book instead of meaningless busy work (it's how I choose to teach). I'm all for letting students have more choices when it comes to what they read. I'm all for removing plenty of boring "classics" from the curriculum.

But I kind of balk at the idea that kids always need to find school/learning "fun" or that all learning needs to be immediately applicable to a student's life outside of school - let alone that teachers need to specifically aim for this in everything. I believe that part (not all) of high school is preparation for life after school, and so it's a time for students to "practice" doing things they don't like just because they have to do them (like most adults working any sort of job), and taking a long-term view of things - having the patience and persistence to work at something without seeing immediate results (a skill that will come in handy in many facets of life).

A couple other notes:
- There were a ton of typos, which was frustrating - not to mention ironic in a book about English education.
- The chapters felt really long.
- There was a small amount of profanity in direct quotes from students.
- There were a couple spoilers. I specifically remember seeing one for The Sixth Sense.
- Students were quoted more or less verbatim, complete with lots of ums, likes, and incomplete/run-on sentences. This was really obnoxious to read, and proved that the grammar side of English should probably get more classroom time than the literature analysis that the authors care about. Students would certainly be able to implement grammar in their lives immediately!

[Jack Conway · Rating 3 out of 5]

The sixth chapter inspired me as much as the first five bored me. I guess they had to set the table before we could eat.

[Cassandra Hepworth · Rating 5 out of 5]

Lots of great practical ideas about teaching. Carefully balances grouping all boys together and their individual personalities and interests.

[Michael Brockley · Rating 4 out of 5]

In "READING DON'T FIX NO CHEVIES", authors Michael W. Smith and Jeffrey D. Wilhelm tackle the problem posed by the resistance boys often display in response to "schoolish" reading demands. This book is an exegesis of the author's research into the aforementioned topic. Although the same size is small, the authors discover issues which warrant more investigation. Among such topics are: Social relations are important to boys; boys recognize the importance of literacy, in theory; boys have regular interactions with a wise variety of texts which do not conform yo the "schoolish" notion of texts; boys see school requirements as procedural rather than substantively engaging and boys are willing to go through the motions or neglect literacy requirements even when they possess the academic skill sets which would assure them of, at least, satisfactory academic performance.

[Edward · Rating 4 out of 5]

I thought that this was a very good look at the underlying factors of literacy. While it is not an extensive resource for strategies to implement within the classroom, it looks at the underlying psychological basis of literacy as it applies to young males. In this way, it challenges teachers to consider each student as an individual. It also challenges teachers to find novel ways to connect each individual student back to the content of instruction. I felt that many of the ideas, while directed specifically at young males for the purpose of the research, are transgender. I think that this is an excellent resource for anyone who wants to explore how to engage students with literacy.

[Tiffany · Rating 3 out of 5]

Teenage boys tend to struggle in school, especially in reading and English classes. Boys read all the time, just not in the traditional ways their teachers value. As a result, boys don't see themselves as readers and that affects their abilities in school. Michael Smith and Jeff Wilhelm use research and interviews with forty-nine guys to show teachers how to build literacy for the young men in our classrooms. Their findings are easily implemented. A must read for language arts teachers.

[Lenore · Rating 3 out of 5]

I taught this book earlier in the term and paired it with _Just Girls_, which is a study of adolescent girls' literacy practices and use of literacy to negotiate identity. _Reading Don't Fix_ is enthusiastic and fun, especially the discussion of "the flow" experience. In the end, however, I felt that the research oversimplified and wrote off a lot of theories of masculinity (Kimmel and Kaufman, for instance.) Good for an introductory course, though.

[Laura (booksnob) · Rating 2 out of 5]

I have not finished this book yet and am not sure I will. I am stuck in the middle of chapter four. This book just doesn't flow for me. I can't get through the student part where I think the authors should have edited. Reading text the way students speak with lots of you know's and like, bugs me. I will probably revist this book but for now, I GIVE UP!

[Tamara]

For teachers, this is a great text for understanding what motivates teen boys to read, and how you can interact with them in the classroom to keep them engaged.

It had some useful tips for our upcoming male reader's advisory program at Ohionet, especially on what I would call male reading "trends." (Please sign up so that all of my hard work doesn't go to waste!)

[Lisa · Rating 5 out of 5]

A fascinating look at how and boys read, this book would be great for any teacher,librarian, administrator, or parent to reflect on boys' reading habits, which tend to differ from typical girls' choices. It also suggests that we need to alter the traditional view of what is "acceptable, valuable" reading material.

[Jen · Rating 3 out of 5]

This book definitely made me do some thinking about how we approach literacy in the lives of young men in our schools. Boys read differently than girls and they prefer reading different texts and we need to acknowledge that in our schools. If we did, maybe we'd see more success in literacy in the boys in our schools.

[jacky]

I hear a lot about this book, but have not yet gotten to reading it. I think it might be a good one for this summer though since I think with the combining of academic and basic I will have more students with this mentality about reading.

[Melissa · Rating 4 out of 5]

A bit repetitive, but nevertheless an enlightening look at how boys/young men view reading, and how teachers can teach them better.

7/21/09 - Several professors have cited this book since I read it this spring. It's definitely making the rounds in the College of Ed.

[Eddie Eifler · Rating 5 out of 5]

An excellent window into the individual face behind the mountain of statistics, this book deals with ways in which young boys get turned off on reading and writing, and ways in which teachers can attempt to reach the unreachable male student.

[Julie Aquilina · Rating 2 out of 5]

Lots of good case studies and a catchy title. Made me think a lot about how one inspires "flow" in any reluctant reader. Wished there was more practical application stuff for the classroom overall. Still an interesting read, nonetheless.

[Erin · Rating 2 out of 5]

crisis time with boys and reading, sitting on the fence with this one

[Imageseer · Rating 4 out of 5]

A very good book that will help any parent or teacher who deals with reading reluctant learners.

[Bug]

Highly recommended to me by very experienced teachers--So I feel confident recommending it without reading. Have not yet had time to read.

[Lori Sharp · Rating 5 out of 5]

SO TRUE! Filled with great ideas to connect with boys through literature. Makes me even more interested to do some more research in same-sexed reading groups.

[Stephen Starr · Rating 4 out of 5]

Don't give up on boys, they just read in a different way than schools expect them to.

[Paula · Rating 5 out of 5]

Opened my eyes to not just boy readers but all my readers.

[Meredith · Rating 4 out of 5]

I came across this book while researching the implications of a "reading specialist" major.

[Katrina · Rating 4 out of 5]

Helpful, applicable ways to get young men interested and focused in reading. I think most educators would find this book enjoyable and enlightening.

[Lori · Rating 3 out of 5]

very interesting research on boys and reading.

[Cindy · Rating 4 out of 5]

A unique researched-based look at young men and their reading practices. A thoughtful read.

[Jenee Antoniu · Rating 4 out of 5]

I really enjoyed this book. As the authors explained their study, it made me reflect on the students in my classroom. As a reading teacher, I see a lot of boys and it has made the wheels turn on ways that I can improve my approach in order to make them more engaged. I would definitely read it again for the simple fact that it has inspired some ideas that I was able to implement immediately and which yielded positive results. I would highly recommend to middle and high school teachers of English and social studies in particular.

[Garret Rose · Rating 5 out of 5]

Excellent research in the field of male reluctant readers. Much of my theoretical framework for my dissertation is focused around this book.