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Engaging Adolescents in Reading

Engaging Adolescents in Reading

Edited by:

February 2008 | 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.
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  
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  

“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

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ISBN: 9781412953344