It isn’t often that a book reviewer finds a book so compelling that
he or she would pay for it, but Kelly Gallagher’s work, Deeper
Reading, is one of those rare gems. Mind you, as a classroom teacher
I am biased toward books written about how to teach by those who
actually teach, write with a sense of humor, and whose ideas are
grounded in application. Perhaps the greatest negative is Gallagher’s
constant use of personal observations, however that is what makes good
teachers relate well and it adds a touch of warmth to a book that
otherwise might be considered too much of a “How to do it” work. To me
it was excellent; Deeper Reading deserves to be part of all
reading teachers’ libraries and mandatory for every new teacher.
Gallagher taught English for fifteen years in a multicultural area
of Southern California and is involved with the California Reading and
Literature Project and other programs as well as teaching at the
university level. In other words, he is from the working class. As such
the book is full of ideas backed up by his experience and successes.
He stresses strategies that are practical and enable the reader to
take the ideas and convert them to his or her needs. Metaphors are
constantly stressed to make the lessons more personal, more relevant,
and to improve comprehension. Some of Gallagher’s ideas have been long
used, such as KWLR charts and the use of bookmarks for character and
setting changes, student collaboration, and the importance of connecting
reading matter to the student’s interest level. Others have been altered
for better results, such as backward lesson planning, using euphemisms,
spam and email learning opportunities, metaphorical graphic organizers,
theme triangles, group exams, combining multiple choice and essay exams,
what does it not say questions, re-reading at the sentence and word
levels, embracing confusion, focus groups, “assumicide,” framing
activities, literary tour guides, and using the world’s shortest mystery
story and are worthwhile skills to acquire and/or polish. Naturally,
with such a plethora of methods, some might be too vague for an
inexperienced teacher, but then, what’s a heaven for.
I especially liked his definition, “Literature enables students to
experience a safe practice run though the great issues confronting us…
“ (p. 20). That definition mutes the distinction between non-fiction
and fiction books, as both of them can be used to stimulate real life
learning. When the fictional Yertle the Turtle and Humpty Dumpty can
provide the same insights of human domination as a President’s inaugural
address you have certainly provoked Deeper Reading.
As a social studies teacher I was also impressed that Gallagher
integrates political cartoon assessment as part of his book. However, he
could have made the book a little meatier by discussing how reading can
be readily integrated across the curriculum and that includes physical
education classes. He does add currency to his work by helping the
teacher use Internet terms and the dangers of online mail. The book does
stop short of covering how to evaluate websites for appropriate reading
selections.
A look at the table of contents reveals that the book is well
organized and clearly directed to both the new and experienced teacher.
The index is good and the works cited are quite current and reflect a
wide variety of readings.
I
would highly recommend this book for even grade three teachers as well as the
book’s recommended grade four to 12 bunch. Another group that might
benefit would be those college students who have not yet mastered good
reading techniques. I am not saying that the university teachers should
necessarily read this, but it should be assigned to the students so that
they can apply these lessons to their own reading.
