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Building Reading Confidence in Adolescents
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Building Reading Confidence in Adolescents
Key Elements That Enhance Proficiency



February 2008 | 112 pages | Corwin
Building Reading Confidence in Adolescents offers a unique framework to build students' literacy skills at the middle and secondary levels. Based on their research and experience, the authors provide strategies to help learners grow in four key areas: confidence, independence, metacognition, and stamina. The text explores critical elements such as the classroom environment and teacher-student interactions; discusses how to create instructional frameworks for developing more proficient readers; and provides practical solutions for all types of classrooms - from urban centers to rural settings.
 
Introduction
Why Is Self-Efficacy Important in Reading?  
The Purpose of the Text  
The Audience for This Text  
Outline of the Text  
 
1. The Four Elements of Reading Self-Efficacy
Identifying the Self-Efficacy Elements of C-I-M-S  
Confidence  
Independence  
Metacognition  
Stamina  
Self-Efficacy and the Cueing System  
Learning from Teachers and Students  
Validating and Violating C-I-M-S  
Validation of Readers' C-I-M-S  
Environmental Elements  
Teaching/Learning Dialectic  
Curricular Decisions  
Affective Issues  
Strategies  
Violation of Readers' C-I-M-S  
Concluding Comments  
 
2. A Closer Look at Confidence and Reading
What Teachers Have to Say About Confidence and Reading  
Teaching and Learning  
Curriculum Planning for Enhancing Reading Confidence  
Affective Interactions and Confidence  
Strategies for Building Readers' Confidence  
What Students Have to Say About Confidence  
Teaching and Learning  
Curriculum Planning for Enhancing Reading Confidence  
Affective Interactions and Confidence  
Strategies for Building Readers' Confidence  
Comparing Teacher and Student Thoughts on Reading Confidence  
An Environment That Builds Confidence  
Reading in Content Classrooms  
Classroom Practices for Building Reading Proficiency  
Strategies for Building Readers' Confidence  
Class Meetings About Reading  
Using Authentic Texts  
Accessing Prior Knowledge  
Making Connections to Reading  
Paired Reading With Peers  
Paired Reading With Younger Readers  
Word Walls  
Using Text Sets  
Retrospective Miscue Analysis  
Concluding Remarks  
 
3. The Importance of Independence for Gaining Reading Proficiency
What Teachers Have to Say About Independence  
Teaching and Learning  
Curriculum Planning for Enhancing Reading Independence  
Affective Interactions and Independence  
Strategies for Building Readers' Independence  
What Students Have to Say About Independence  
Teaching and Learning  
Curriculum and Reading  
Affective Interactions and Independence  
Reading Strategies to Enhance Independence  
Comparing Teacher and Student Responses to Reading Independence  
An Environment for Developing Independence  
Classroom Conditions That Create Reading Independence  
Scaffolding Reading Independence  
Strategies for Creating Reading Independence  
Interest Inventories  
Silent Reading  
Questioning the Author  
Student Think Alouds  
Note-Taking  
Skimming, Scanning, Browsing  
Concluding Remarks  
 
4. A Closer Look at Metacognition and Its Role in Reading Proficiency
What Teachers Have to Say About Metacognition  
Environment  
Teaching and Learning Relationships  
Curricular Planning to Foster Metacognitive Awareness  
Affective Decisions and Metacognition  
Strategies to Build Metacognition  
What Students Have to Say About Metacognition and Reading  
Environment  
Teaching and Learning Relationships  
Curricular Decisions  
Affective Decisions  
Comparing Teacher and Student Responses to Metacognition  
Creating More Strategic Readers  
Are We Preparing Metacognitive Teachers?  
Concluding Remarks  
 
5. The Significance of Stamina in Reading Proficiency
What Teachers Have to Say About Stamina  
Teaching and Learning  
Curricular Decisions That Enhance Reading Stamina  
Affective Decisions and Stamina  
What Students Have to Say About Stamina and Reading  
Teaching and Learning  
Curricular Decisions  
Affective Decisions  
Comparing Teacher and Student Thought on Stamina  
An Environment for Building Readers' Stamina  
Strategies for Building Readers' Stamina  
Support Strategies  
Graphic Organizers  
Categorization of Information  
Knowledge Charts  
Choice Strategies  
Wondering and Wandering  
Assessment Strategies  
Concluding Remarks  
 
6. Developing Curriculum That Addresses Self-Efficacy
Addressing Self-Efficacy in the Classroom  
Curricular and Instructional Models  
Rigor  
Relevance  
Relationship  
Text Sets of Multiple Print Materials  
Rigor  
Relevance  
Relationship  
Choice and Voice  
Rigor  
Relevance  
Relationship  
Sustained Time for Reading, Writing, Talking, Thinking, and Sharing  
Rigor  
Relevance  
Relationship  
Where Do We Go From Here?  
 
References
 
Index

"A tremendous book. Research shows and teachers know that motivation is a central challenge facing teachers today. This text provides fresh insight into self-efficacy, an essential component of motivation, by exploring what it is, how to cultivate it, and how to nurture it in the context of innovative teaching that develops literacy competence in a range of areas."

Jeffrey D. Wilhelm, Professor of English Education
Boise State University

"Both practicing and preservice educators from all content areas need this amazing collection of constructive concepts and strategies that affect adolescent readers' attitudes toward academic and non-academic literacy. This book not only exposes educators to why facilitating engagement with reading is important, but also shares how to help adolescent readers enjoy a lifelong relationship with literacy."

Vicki Sellers, Language Arts/Social Studies Teacher
Crosbyton Middle School, TX

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