Week 2 - Wilhelm Ch. 4

Chapter Four - Using Drama to Extend the Reader

On page 90 Wilhelm writes about less proficient readers and how they read more slowly and less accurately then proficient readers. He explains that they don't make use of personal experience when reading. I don't necessarily think that is the case. I believe they are so caught up in trying to read correctly that they lose the meaning of the text, and don't have the time to make connections while trying to stay on track with everyone else. They are so focused on not failing, that in not understanding the text that is exactly what they are doing.

He also notes that reading problem can come from a mixture of "negative attitudes, conceptual difficulties, and self-defeating strategies" (Wilhelm, 91). He continues on by saying that less proficient readers believe reading is a decoding process, not a meaning-making process. I agree with this, they are more passive in relation to the text, whereas proficient readers take an active part in reading.

I liked that he focused on three new students for this activity, Kevin, Marvin, and Libby. Kevin - regular education student, less proficient & unmotivated. Marvin - both LD and ED. Libby - LD, but enjoyed reading on her own. He describes in the chapter how he used drama to help the students make meaning of the texts. On Pg. 100-101 Wilhelm lists 9 drama activities to be used in the classroom. I really like Snapshot and Tableaux Dramas. I think it would be a great way to see what each student sees a particular scene as.

I enjoy that the chapter shows the three students progression from frustration and dislike of reading, to making connections and enjoying the text.