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Engaging Adolescents in Reading
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Engaging Adolescents in Reading

Edited by:


December 2007 | 208 pages | Corwin
Teachers in secondary schools regularly face students who are unmotivated to engage in essential classroom reading assignments. Beginning with an examination of the reasons students avoid such reading assignments, this resource aims to arm teachers with solutions. Written by teachers, in collaboration with renowned researcher John Guthrie, Engaging Adolescents in Reading depicts five vital classroom practices for engaging adolescents in reading. Each practice is linked to a key motivational quality such as interest, ownership, confidence, collaboration, and the desire to understand texts fully. These motivational strategies can be initiated immediately in any subject matter that involves books and texts, and can become the foundation of a renewed structure for teaching in a school.
 
Preface
 
Acknowledgments
 
About the Editor
 
About the Contributors
John T. Guthrie
1. Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention
Dilemmas of Students’ Motivation and Engagement in School Reading

 
Challenge: Teacher Support for Motivation and Engagement

 
Meaning Is Motivating: Classroom Goal Structures

 
Control and Choice: Supporting Self-Directed Reading

 
Reading Is Social: Bringing Peer Interaction to the Text

 
Self-Efficacy: Building Confident Readers

 
Interest in Reading: Potency of Relevance

 
Struggling Readers: Boosting Motivation in Low Achievers

 
Merging Engagement Support Into Structured Classroom Management

 
Next Steps: Transforming Classrooms and Schools

 
Jessica E. Douglas, John T. Guthrie
2. Meaning Is Motivating: Classroom Goal Structures
Providing Mastery Goals

 
Making Tasks Relevant

 
Using Hands-On Activities

 
Mastery vs. Performance Motivation: Theory and Research

 
Transforming Text to Meaning

 
Scaffolding Mastery Motivation

 
Providing Reteach Opportunities

 
Rewarding Effort Over Performance

 
Sarah Fillman, John T. Guthrie
3. Control and Choice: Supporting Self-Directed Reading
Providing Control and Choice in Instruction

 
Overview of Instructional Practices

 
Ownership of Text

 
Options for How to Learn From Text

 
Input Into Curriculum

 
Student Self-Direction and Shared Control: Theory and Research

 
Self-Selection of Knowledge Displays

 
Voice in Standards for Evaluating

 
Inquiry Projects

 
Scaffolding Control and Choice for Diverse Students

 
Order in the Classroom!

 
Roles for Administrators

 
Dee Antonio, John T. Guthrie
4. Reading Is Social: Bringing Peer Interaction to the Text
Open Discussions

 
Student-Led Discussions

 
Collaborative Reasoning

 
Why Social Interaction? Research and Theory

 
Arranging Partnerships

 
Socially Constructing Class Management

 
Scaffolding Social Motivation Over Time

 
Shana Yudowitch, Lucas M. Henry, John T. Guthrie
5. Self-Efficacy: Building Confident Readers
Recognizing the Gap

 
Matching Text to Students

 
How Self-Efficacy Develops in a Classroom: Theory and Research

 
Establishing Initial Confidence

 
Setting Realistic Goals

 
Assuring Enabling Skills

 
Robert L. Gibb, John T. Guthrie
6. Interest in Reading: Potency of Relevance
Rationale for Relevance

 
Real-World Connection

 
Personalizing With Questioning

 
Extending Intrinsic Interests

 
How Relevance Works: Theory and Evidence

 
Self-Expression

 
Puzzling

 
John T. Guthrie
7. Growing Motivation: How Students Develop
Context Counts

 
Situated Motivation Is Significant

 
Motives Move From Outside to Inside

 
Internal Motivation Drives Achievement

 
General Motivation Is Stable

 
Global Internal Motivation Declines Across Time

 
Cause and Effect?

 
Sandra Jacobs Ivey, John T. Guthrie
8. Struggling Readers: Boosting Motivation in Low Achievers
Our Challenges

 
Varieties of Unmotivated Readers

 
Externally Motivated Low Achievers

 
Approaches to Motivation for Moderately Struggling Readers

 
Low Achievers Who Resist Reading

 
Approaches to Motivation for Resistant Students

 
A Learning Curriculum for Struggling Readers

 
Resistant Students Who Struggle to Recognize Words

 
Instructional Approaches for Resistant Students With Word Reading Deficits

 
John T. Guthrie
9. Next Steps for Teachers
Identifying One Motivation to Address

 
Selecting Several Instructional Practices to Initiate Motivation

 
Planning Short-Term Change

 
Planning Long-Term Change

 
Phasing in Support for All Motivations and Implementing All Practices

 
Tools for Teachers

 
 
Questionnaires
 
Resources
 
References
 
Index

“A must-read for all middle and high school teachers interested in motivating and engaging students to enhance their reading development and help them enjoy it at the same time.”

Lesley M. Morrow, Professor of Literacy
Rutgers University

"Finally, a book that targets reading motivation and engagement during the critical years of middle and high school. This rich compendium of information offers a solid plan of action for teachers who want to ensure that their students are highly motivated literacy learners."

Linda B. Gambrell, Distinguished Professor of Education
Clemson University

"Meticulously synthesizes research to give credibility to teaching practices that enlist, challenge, and instill confidence and self-efficacy in unmotivated and disenfranchised adolescents. An important addition to the professional library of educators who want to complement the current emphasis on strategies instruction and achievement with an intelligent overview of how motivation and engagement undergird student success, competence, desire to read, and enjoyment of learning."

David G. O'Brien, Professor of Literacy Education
University of Minnesota, Twin Cities

"Practical instructional ideas that promote motivation are presented by teachers themselves, preserving the unmistakably authentic ring of actual classroom discourse. Each chapter, however, is written in collaboration with Guthrie, an outstanding researcher in this area who extends and contextualizes the models with reference to more than 200 studies, confirming the validity of each approach."

CHOICE Magazine, June 2008, Vol. 45(10)
American Library Association

"From tapping into adolescent social natures through group activities to building proficiency in those with reading problems, this book is an outstanding set of tips for overcoming reluctance in readers."

The Bookwatch, June 2008
Midwest Book Review

Sample Materials & Chapters

Preface


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