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VOYASmith and Wilhelm are best known as the authors of "Reading Don't Fix No Chevys" (Heinemann, 2002/VOYA August 2002), a discussion of boys' literacy habits. Here the authors expand their discussion and offer a number of strategies for teaching and assessing all students' reading and writing. Smith and Wilhelm theorize that students who associate reading with what Csikszentmihalyi calls "flow experiences"-which occur when participants feel competent and in control of the experience, can identify an immediate application to their reading, and have clear goals and opportunities to receive feedback about their reading-are those who become skilled and avid readers. Additionally they emphasize the social nature of reading and argue that teachers would do well to capitalize on this aspect of the experience. In each chapter, the writers attack aspects of the flow experience and offer pedagogical strategies to teachers interested in making reading "flow" in the classroom. Sample lesson plans, worksheets, and activities are provided throughout the text, as the authors draw liberally from their own teaching experiences to provide examples of practice. Although this book would not necessarily inform the practice of public librarians, it definitely speaks to an audience of English and Language Arts teachers and school media specialists. Throughout the book, Smith and Wilhelm urge teachers to rid themselves of the notion of teaching as "habitus" (following the work of Pierre Bourdieu and defined by the authors as "the commonsense notion that the way things are is just the way they have to be") and work to make lessons and classroom experiences relevant to students. They make a convincing argumentagainst the high-stakes testing principles of No Child Left Behind and successfully support these claims with research and teaching strategies that are certain to motivate even the most "habitual" educator. 2006, Heinemann, 186p.; Index. Biblio. Appendix., $21 pb. Ages adult professional.
—Amy S. Pattee