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Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning


reviewed by Lauren Freedman — September 15, 2006

coverTitle: Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning
Author(s): Michael W. Smith and Jeffrey D. Wilhelm
Publisher: Heinemann, Portsmouth, NH
ISBN: 0325006431, Pages: 185, Year: 2006
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Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning is a highly readable and practical text for engaging all adolescents in continuous literacy development. Based on the authors’ research reported in Reading Don’t Fix No Chevys (2002), this book offers authentic and powerful strategies that English teachers across the country can implement in their classrooms. One of the major strengths of the book lies in its integration of theory, research, and practice. The book is firmly grounded in the theory and research of such educators as Csikszentmihaliyi (1990), Dewey (1916), Vygotsky (1978), and Hillocks (2002) among others.  The authors’ use of their own research with adolescent boys underscores the importance of competence and interest as keys to how proficient and experienced readers approach texts.  In order to strengthen these two qualities in adolescent learners, the authors discuss ways to develop purpose and background as co-requisites... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 15, 2006
http://www.tcrecord.org ID Number: 12712, Date Accessed: 12/15/2017 11:01:58 AM

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About the Author
  • Lauren Freedman
    Western Michigan University
    E-mail Author
    LAUREN FREEDMAN, PH.D. Lauren Freedman is a Professor in Literacy Studies at Western Michigan University. Her primary areas of expertise are adolescent literacy development, inquiry as a framework for teaching and learning across the curriculum through text sets of multiple materials, the role of content area literature circles within learning-centered classroom communities and issues of self-efficacy (confidence, independence, metacognition, stamina) as they pertain to adolescent literacy development. Freedman taught middle school Language Arts and Social Studies for twenty years prior to receiving her Ph.D. in Language, Reading, and Culture from the University of Arizona in 1996. Among her recent publications are: Freedman, L. & Johnson, H. (2004). Inquiry, literacy, and learning in the middle grades. Norwood, MA: Christopher-Gordon Publishers, Inc. Johnson, H. & Freedman, L. (2005). Content area literature circles: Using discussion for learning across the curriculum. Norwood, MA: Christopher-Gordon Publishers, Inc.
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