Wilhelm, Chapter 2 - Looking at Student Reading

We should take note of Wilhelm's discovery that even students who were avid readers did more of their real reading for pleasure at home – not at school or for homework. His students did not expect what was read for school to be engaging or fun. They also felt that what they were expected to find interesting or important about a text was usually not the same as what they found to be interesting or important on their own (26).

Whenever I come across this section on “What makes valid reading,” I misread it to mean what sorts of text are valid reading for students. I definitely have my opinions on this as well. At any rate, I think Rosenblatt's two characteristics are a good starting point: 1) an interpretation cannot be contradicted by the text, and 2) there needs to be textual evidence to support an opinion (27). If we are going to use a reader response pedagogy in our classrooms, then we need to begin with these assertions. Otherwise, our classrooms descend into that “we'll agree to disagree” mode which makes us all a little more than uncomfortable. It will be ok to have 20 different interpretations of the text in the classroom, so long as all 20 interpretations are supported and not contradicted by the text.

I like that Wilhelm begins by seeing what works for students who already enjoy reading. How do these students approach reading that differs from students who don't enjoy reading? Assuming they are receiving the same education, then there is something in their attitude about and how they approach reading that gives them a more enjoyable experience. The three case studies Wilhelm uses all share some common characteristics of good readers including a love of reading and the ability to articulate in a sophisticated way what they read (29-30). There were active, participatory readers. He did not choose these students based on overall academic ability. In fact, one of the students had difficulty in other classes (30).

Although these students didn't think of how they read in terms of reader response theory, the way they read shared much in common with the pedagogy we employ in our classrooms. First, they have a relationship with the author (31). This is a difficult skill to convince students to work on. In fact, the New Critics would frown on this practice. How can you establish a relationship with an author you have never met, who may even be dead? I see their texts as a living manifestation of their minds, however – and in this way, readers are really conversing with the author herself. Second, these students immersed themselves in the worlds of their texts (32). The imaginary wall separating reader from text disappears and they become one. I am immediately reminded of Harry Potter entering Tom Riddle's diary. This is an apt metaphor for what skilled readers do whenever they open a book.

I wonder if we can agree on even a question so simple as what is literature? At the very least, we as teachers have expanded what we consider to be acceptable reading by our students. I do like this definition: “any text that provides a particular reader with a deeply engaging aesthetic experience” (33). We should also be prepared to support texts such as graphic novels when we are called out for “dumbing down the curriculum.” However, it is also important to expand a reader's repertoire beyond the texts he enjoys walking into the classroom. That is part of our job as teachers.

Ultimately, we need to remember that one of our roles as educators is to help create well-rounded citizens who will help contribute to our world and perhaps even make it a better place. What this means to me may be somewhat different than what it meant to our 19th century government, but I maintain that good citizens know more than how to read and interpret texts. Good citizens will be able to employ what they've read in their outside worlds. It is the connection between text and real life that improves us. Good readers already know this – we need to teach the rest of our students the skills needed to make the same moves.