'The Book Whisperer'

my key take aways from the exceptional book by Donalyn Miller.

May 07, 2026

white book on brown wooden table — Photo by Matthias Münning on Unsplash

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Thoughts and musings

I recently read ‘The Book Whisperer’ by Donalyn Miller1, after a recommendation from a close colleague and friend (Bob Cox2). I immediately knew it was going to be good as not only do I value this Bob’s opinions highly but when I shared that I had started reading it on LinkedIn, there were an incredible number of other educators who enthusiastically shared that this is a book which has positively influenced their practice and thinking.

The first thing I will say ahead of sharing my key takeaways, is that I highly recommend you also read a copy first-hand. It is a book written by a dedicated teacher for fellow teachers. It is practical, thought-provoking and adaptable. Three reasons (of many more) why I enjoyed reading it so much.

I would also like to make clear that today’s ‘glimmer’ is not necessarily a review, but instead a collection of the thoughts and actions which it prompted within me (and allowed me to make tangible links with my own experiences) that I hope may be helpful to share.

Ideas and practical suggestions

So what are some of the main themes and ideas which surface from ‘The Book Whisperer’ which could benefit your own thinking about how you encourage your pupils to read? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of a suggestion of considerations which you may like to spend some time thinking about or discussing with colleagues.

1. Set your expectations high

It is clear in Donalyn’s classroom that she expects every child to be a reader. She lets her pupils (and the readers of her book) know this immediately. She sets the tone that everyone in her class ‘reads every day, all year long’.3 Now, this expectation may elicit a response which questions how volitionally children are encouraged to act if this level of expectation is placed on them. Yet, what Donalyn advocates for so skilfully is building reader identities with the children. Encouraging them to own and discover their likes and dislikes whilst adeptly offering them choice beyond their known authors and series.

In Donalyn’s class, the children are required to read forty books a year, which is of course met with a range of reactions from her students. What is interesting (and important) is that most of these Upper Key Stage 2 pupils rise to the challenge because behind the scenes, Donalyn has plans for the range of readers who she understands sit within her classroom (developing readers, dormant readers and underground readers’).4

So what can be put into place to ensure expectations for regular reading are high whilst supporting all readers to be successful?
- Let them loose with the books. Responsibility for interacting with books is high on Donalyn’s list of recommendations. She starts the year with a ‘book frenzy’5 which involves the children grabbing and recommending books from the classroom floor, before they are organised into the classroom library. While we are here, this may be a good time to pause and think about how books are organised in your reading areas. Always spines on show? Do take a look at the fabulous work of Hallsville Primary School in Newham, London6 for more practical ideas.
- Be honest and authentic. Donalyn references ‘The Rights of the Reader’ by Daniel Pennac7 (which she recommends adapting and personalising with students) as a basis for discussing real reasons for choosing a book, alongside genuine (and valid) justifications for not continuing on. “Allowing” for this authentic discussion breaks down barriers as to what successful reading ‘looks like’ and can be ‘assessed as’. Expectations high but seeped in the act of being human.
- ‘Meet Students Where They Are’8. Reflected perfectly in the aims and actions of The National Year of Reading, 20269., this concept links directly with knowing your pupils as readers. Sharing the expectation but not using this to feed into any negative preconceptions which children may hold around their reading abilities (and subsequent identities). My highlighter has been let loose on this quote, found on page 83:
  ‘It is important to celebrate milestones with students and focus on their reading successes, not their failure to meet requirements, which only serves to discourage students. Instead, I encourage and ask questions: '“Did you read more then you thought you would? … “Did you read books that you enjoyed?”

2. Identify the resources at your disposal

One of the many things I loved about this book was how I could easily see how many ideas could be implemented into the classroom the next day. Some involved creating resources, others having conversations (with pupils and/or colleagues) and many would require taking a look at things already in place and making an intentional change (be that physical or in perception/habit).

So, what are some of the standout resources which Donalyn shines a light on?
- To create: ‘Reader’s Notebooks’10 . Taking the form of an informal letter, pupils can make notes about their thoughts and feelings about a book, whilst also asking questions of their teacher - reader to reader. What is also important here is to recognise the dynamic which Donalyn focuses our attention on (as educators).
  ‘These letters are exchanges between a more experienced reader and a less experienced reader, not a list of questions probing whether or not Molly read the book’11
  I would also recommend taking a look at Just Imagine’s digital tool ‘The Reading Journey’12 which invests in building reader identity and empowers pupils to discuss and recommend the texts which they are reading. For a free trial for the Summer Term, be sure to contact: assistant@justimagine.co.uk.
- To consider: what happens in the school library or classroom reading corner? Are all teachers getting involved with discussions about the pupils’ next reads? Are they excited about ‘library day’? Donalyn suggests modelling this giddiness from counting down until the next visit through conversation to browsing the shelves when the moment final comes - checking out a book and reading this alongside the children. Teresa Cremin et al. have produced fabulous work and research on the impact of Teachers as Readers’.13
- To embed: regular reading. Not reading for “punishment” (as Anna Szpakowska expertly explores in her most recent post, ‘What are we doing to put them off?) Reading when a task is finished, not as a place holder but as an intentional (and productive use of time). This comes as part of intentional framing of reading as an act which is activated during a moment of “down time”. A release. Not necessarily for pleasure or enjoyment, but to switch off and to escape into a book they have chosen, which engages them for a period of restful time.