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The Book Whisperer: Awakening the Inner Reader in Every Child Paperback – Mar 16 2009

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The Book Whisperer: Awakening the Inner Reader in Every Child + Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits + Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator
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Product Details

  • Paperback: 240 pages
  • Publisher: Jossey-Bass; 1 edition (March 16 2009)
  • Language: English
  • ISBN-10: 0470372273
  • ISBN-13: 978-0470372272
  • Product Dimensions: 23.4 x 17.5 x 1.8 cm
  • Shipping Weight: 318 g
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Bestsellers Rank: #12,034 in Books (See Top 100 in Books)
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By Brem on May 19 2014
Format: Paperback Verified Purchase
I highly recommend this novel to anyone and everyone who values the importance of literacy skills! Donalyn Miller talks about her PERSONAL experiences in the classroom … things that failed and things that worked! This novel is a great resource as she makes references to the multiple sources she accessed during her (successful) attempts to awaken the inner reader in her students!
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1 of 1 people found the following review helpful By Anthony Fournier on Dec 29 2010
Format: Paperback
Don't believe you can teach an old dog new tricks? I am happy to report that you can. I am now in my twenty-first year of teaching, and Donalyn Miller's THE BOOK WHISPERER has completely changed how I structure my Language Arts classes. My students love reading their own books rather than completing worksheets and responding to teacher-generated questions. Who would have guessed!! I have never felt so connected to my students in regards to their reading. We discuss books, we share books, we recommend books. I especially love answering their Response Letters. My classroom has become a community of readers. I have been spending my own money adding to my classroom library, and it is worth every cent. Miller's book needs to be in the hands of every Language Arts teacher.
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Format: Paperback
Finally a book that backs up its theories with actual usable suggestions.
I loved the survey ideas and setting a goal for kids to read so many books in the year.
We desperately need all the help we can get when it comes to getting/ keeping kids reading... this book is an excellent start
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Most Helpful Customer Reviews on (beta) 258 reviews
122 of 124 people found the following review helpful
In Less Than a Week, I Became a Book Whisperer, Too March 14 2009
By paisleymonsoon - Published on
Format: Paperback Vine Customer Review of Free Product
How do you awaken the inner reader in someone? You teach them to read for pleasure. It sounds like such a simple concept really. Forcing spinach down a kid's throat doesn't make a kid love spinach any more than forcing boring books down a kid's throat. But serving that spinach in a souffle and giving a kid a book that they enjoy just might work.

The author pulled me in from the beginning by being a reflection of what I'd like to see myself be as a literature teacher. Mainly, she's able to turn non-readers into readers and to turn book loathers into book lovers. Her 6th grade class is challenged to read 40 books each year and most go even beyond that goal. But I work with adult ESL students in an American literature class. Could her methods work for them as well? In one week, I've already noticed an excitement from my book loathers when I announce that it's time for pleasure reading in class. They know that if they don't like something, they're not going to be forced to read it for "pleasure". And that seems to make all the difference to them.

I felt the need to underline passages and write in the margins of this book (a rarity for me) as I read. Miller talks about how important it is that students read to become good readers. This is why she feels so strongly about giving free reading time in class. She also feels that teachers should re-evaluate class activities to determine whether such activities are accomplishing anything or are mere busy work that could be replaced by reading time. She also expresses the importance of reading leading to private dialogue or "whispering" between student and teacher and between student and student. This whispering can be accomplished through letters back and forth between student and teacher and from individual student-teacher conferences. It can also be accomplished through book reviews and class projects like book commercials.

Miller seems to have reached many of the same conclusions I've reached within the past couple of years. For example, I recently added a class library from among my own books and let students choose their own novel to read rather than reading a group novel. However, many of the things I've felt haven't been working for my class but have had no solution to are things Miller was able to find a solution for. For example, she gives alternative ideas to students stumbling over reading aloud in class round-robin-style. And she discusses alternatives to reading logs which students aren't likely to keep up with. I also added many of her beginning-of-the-year interest survey questions to the survey I had been using to give me a deeper insight into my students' minds.

I'm excited by the possibilities this book has offered me for the teaching of my class. I feel that every reading and literature teacher should take the time to read this book. I think that any open-minded, book-loving reading teacher with enough time can use the strategies in this book to help their students develop a genuine love for reading.
68 of 70 people found the following review helpful
Every educator should read this book! March 1 2009
By L. K. Messner - Published on
Format: Paperback Vine Customer Review of Free Product
Donalyn Miller gets it. She understands perfectly why many of our kids don't like reading any more, and she has the answer. You'd think Congress would be knocking down her door by now. Let's hope it happens soon.

In the mean time, anyone who considers himself or herself a teacher needs to read THE BOOK WHISPERER. It's a book that gets right to the heart of what makes us readers and how to instill that love of words and stories in our kids. Miller goes right after so-called "tried and true" methods like comprehension tests, book reports, whole class required novels, and test preparation workbooks not just with empty criticism but with solid research that supports reading time and student choice. More importantly, she provides a healthy list of more kid-friendly, reading-friendly alternative strategies that teachers can use in their classrooms right away.

Truly, this book is a model for getting kids back to books they love, and it provides a great model for classroom teachers to follow. For those who aren't sure where to start, there are plenty of anecdotes, sample student interactions, and useful classroom forms to get new teachers started.

I'm both a children's author and a National Board Certified middle school English teacher, and I found myself nodding my way through these pages to the very end. Miller's ideas -- and they're ideas that smart teachers all over our country are using in various ways -- have the power to make a real difference in education.
13 of 13 people found the following review helpful
Great advice for the elementary teacher April 26 2009
By CGScammell - Published on
Format: Paperback Vine Customer Review of Free Product
Donalyn Miller's passion for reading is quite obvious when reading this book. She reminds me of myself: I am an avid reader who carries a book wherever I go just in case I can "steal" a few minutes reading while waiting for an appointment, a traffic jam to unwind, etc.

She also loves being a teacher. She loves her job, respects her students and shares her love for books and reads with her students. She learns her students' personal reading preferences by making them fill out surveys at the start of the school year. Those who don't like to read learn to love to read by the end of the school year.

Her tips make a lot of sense. She suggests the reading teacher do the following: develop a personal library, create reading workshops, initiate book groups, allow students to read books they enjoy and don't demand book reports, have a reading corner with comfortable furniture available, and give the students some empowerment by working with their personal reading interests. If a student can read at least 30 minutes a day then the student is on its way on becoming a book whisperer.

One good tip for teachers: read more children's books and take recommendations from your students on what you should read.

According to Miller, there are three types of readers: the Developing reader, the Dormant (reluctant) reader and the Underground (gifted) reader. All can overcome their hesitance to read if teachers allow them to choose their own books to read. Her class day starts every day with fifteen minutes of "Independent Reading" where students can read whatever they want, a book, a magazine, a picture book, silently. If a book doesn't interest them after a few minutes, they can try another book. If they want to read an old favorite they have already read, they can read it again. She is there to mentor the students. And she reads in class as well, to be a role model.

Although the students chose the books they want to read, Miller does have a few requirements that they must follow: of the 40 book requirement, five must be poetry anthologies, five must be traditional literature, five must be realistic fiction, another five historical fiction, four must be fantasy, two must be science fiction, two must be mysteries, four must be informational, two must be autobiographical, and nine must be chapter-book choices. She then discusses various genres and lets the students define the individual terms. This is how she adheres to her state's required curriculum standards.

What works for Miller is that she also teaches social studies. If her class is studying a time such as World War II, she suggests reading books that deal with that war. This helps students become more engaged in all aspects of literature and history.

But there is more to just silent, independent reading. Instead of dreaded book reports (She prefers book reviews); she has her students discuss the books they have read. She discusses genre, writing styles, themes, content. (Is there a book she hasn't read?) Students are also required to maintain a reading notebook journal.

All these tips make sense, but my question as an educator is how can these tips work for the middle and especially the high school student? I taught six grade once and the students were still in love with reading, but a few grades later, plagued with hormonal overdrive, reading got replaced with texting, iPoding, and emailing.

One thing that is crucial to implementing Donalyn's strategies is having a principal and a school district that will support these reading endeavors. Yes, reading what one enjoys reading does develop a stronger reader and a more compassionate and civic-minded citizen, but this is harder to implement when most class hours are 60 minutes or less. In Miller's instance, classes were 90 minutes long; long enough to have independent reading before marching on to other requirements.

My two questions, however, didn't get answered. Can a teacher make a student who has poor English comprehension, become an avid reader in an English-speaking classroom? And how can we get teenagers in high school to learn to love reading?

No doubt Miller is an excellent teacher and her school should be proud of her, but I go away from this book resigned to the fact that her style and her advice are best for elementary school teachers. For someone like me who deals mostly with high school kids, this book is not quite helpful enough.

Still, her book was a great read. Her love for her students is very obvious.
30 of 34 people found the following review helpful
Inspiration to get those kids reading! March 15 2009
By Stephen Richmond - Published on
Format: Paperback Vine Customer Review of Free Product
Books are criticized all the time for what they lack. Even prolific and enormously successful J. K. Rowling has been bashed for everything from selling out to commercialization to satanism and devil worship. How gratifying to find in this tight book lots of reasons kids should be reading and lots of ways to get them to do so. Miller's approach is a bit different. She wildly embraces the concept of kids making their own reading choices and reading independently. No moronic worksheets for comprehension or cribbed book reports here, just lots of suggestions for the classroom library and lots of ways for kids to talk about their choices intelligently to adults and especially to other kids, spreading the word quite literally. Courageously, Miller even admits to developing her classroom library entirely at her own expense and invites others to do so as well. She says it's really the only way to create a sufficiently extensive library with ever shrinking school budgets and shrunken head administrators who are more interested in competency testing scores than in children learning to read. She also provides some inexpensive and even free methods of acquiring books. This is great stuff, highly recommended, and THE reading inspiration book for this genreration.
21 of 26 people found the following review helpful
A Mixed Bag Sept. 5 2011
By Fogerty Fanatic - Published on
Format: Paperback Verified Purchase
I've read this book twice and have come away both times wanting more. Donlayn Miller's philosophy about how to get kids hooked into reading is spot on. However, I would like to have seen more details about the implementation of this program in various settings. For example, how does Ms. Miller integrate vocabulary instruction into her reading program? How do you find the time to give students the 30 minutes of free reading, direct instruction via mini-lessons, student interviews, and journal writing when you have five or six periods a day and only have the students for 50 or 55 minutes at a time? I would really like to see a follow up to this book that gets into the nuts and bolts of classroom implementation in a secondary setting.

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