Engaging Adolescents in Reading
by John T. GuthrieFormat: Hardcover
Pub. Date: 2007-12-06
Publisher(s): Corwin Pr
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Summary
With contributions from content teachers, this insightful book discusses instructional approaches, student activities, and textbooks that can motivate reluctant learners to become active readers.
Table of Contents
| Preface | p. ix |
| Acknowledgments | p. xiii |
| About the Editor | p. xv |
| About the Contributors | p. xvii |
| Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention | p. 1 |
| Dilemmas of Students' Motivation and Engagement in School Reading | p. 2 |
| Challenge: Teacher Support for Motivation and Engagement | p. 4 |
| Meaning Is Motivating: Classroom Goal Structures | p. 6 |
| Control and Choice: Supporting Self-Directed Reading | p. 7 |
| Reading Is Social: Bringing Peer Interaction to the Text | p. 8 |
| Self-Efficacy: Building Confident Readers | p. 9 |
| Interest in Reading: Potency of Relevance | p. 10 |
| Struggling Readers: Boosting Motivation in Low Achievers | p. 12 |
| Merging Engagement Support Into Structured Classroom Management | p. 14 |
| Next Steps: Transforming Classrooms and Schools | p. 15 |
| Meaning Is Motivating: Classroom Goal Structures | p. 17 |
| Providing Mastery Goals | p. 19 |
| Making Tasks Relevant | p. 20 |
| Using Hands-On Activities | p. 22 |
| Mastery Versus Performance Motivation: Theory and Research | p. 23 |
| Transforming Text to Meaning | p. 24 |
| Scaffolding Mastery Motivation | p. 27 |
| Providing Reteach Opportunities | p. 28 |
| Rewarding Effort Over Performance | p. 30 |
| Control and Choice: Supporting Self-Directed Reading | p. 33 |
| Providing Control and Choice in Instruction | p. 34 |
| Overview of Instructional Practices | p. 35 |
| Ownership of Text | p. 36 |
| Options for How to Learn From Text | p. 38 |
| Input Into Curriculum | p. 39 |
| Student Self-Direction and Shared Control: Theory and Research | p. 40 |
| Self-Selection of Knowledge Displays | p. 43 |
| Voice in Standards for Evaluating | p. 44 |
| Inquiry Projects | p. 45 |
| Scaffolding Control and Choice for Diverse Students | p. 46 |
| Order in the Classroom! | p. 47 |
| Roles for Administrators | p. 48 |
| Reading Is Social: Bringing Peer Interaction to the Text | p. 49 |
| Open Discussions | p. 50 |
| Student-Led Discussions | p. 52 |
| Collaborative Reasoning | p. 54 |
| Why Social Interaction? Research and Theory | p. 55 |
| Arranging Partnerships | p. 57 |
| Socially Constructing Class Management | p. 59 |
| Scaffolding Social Motivation Over Time | p. 61 |
| Self-Efficacy: Building Confident Readers | p. 65 |
| Recognizing the Gap | p. 66 |
| Matching Text to Students | p. 71 |
| How Self-Efficacy Develops in a Classroom: Theory and Research | p. 75 |
| Establishing Initial Confidence | p. 76 |
| Setting Realistic Goals | p. 77 |
| Assuring Enabling Skills | p. 79 |
| Interest in Reading: Potency of Relevance | p. 83 |
| Rationale for Relevance | p. 84 |
| Real-World Connection | p. 86 |
| Personalizing With Questioning | p. 89 |
| Extending Intrinsic Interests | p. 90 |
| How Relevance Works: Theory and Evidence | p. 94 |
| Self-Expression | p. 96 |
| Puzzling | p. 98 |
| Growing Motivation: How Students Develop | p. 99 |
| Context Counts | p. 100 |
| Situated Motivation Is Significant | p. 102 |
| Motives Move From Outside to Inside | p. 105 |
| Internal Motivation Drives Achievement | p. 108 |
| General Motivation Is Stable | p. 110 |
| Global Internal Motivation Declines Across Time | p. 111 |
| Cause and Effect? | p. 113 |
| Struggling Readers: Boosting Motivation in Low Achievers | p. 115 |
| Our Challenges | p. 115 |
| Varieties of Unmotivated Readers | p. 116 |
| Externally Motivated Low Achievers | p. 119 |
| Approaches to Motivation for Moderately Struggling Readers | p. 121 |
| Low Achievers Who Resist Reading | p. 122 |
| Approaches to Motivation for Resistant Students | p. 123 |
| A Learning Curriculum for Struggling Readers | p. 125 |
| Resistant Students Who Struggle to Recognize Words | p. 126 |
| Instructional Approaches for Resistant Students With Word Reading Deficits | p. 127 |
| Next Steps for Teachers | p. 131 |
| Identifying One Motivation to Address | p. 131 |
| Selecting Several Instructional Practices to Initiate Motivation | p. 133 |
| Planning Short-Term Change | p. 134 |
| Planning Long-Term Change | p. 135 |
| Phasing in Support for All Motivations and Implementing All Practices | p. 136 |
| Tools for Teachers | p. 137 |
| Questionnaires | p. 141 |
| Resources | p. 157 |
| Bibliography | p. 171 |
| Index | p. 183 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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