Preface Acknowledgments About the Editor About the Contributors 1. Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention - John T. Guthrie 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 2. Meaning Is Motivating: Classroom Goal Structures - Jessica E. Douglas, John T. Guthrie 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 3. Control and Choice: Supporting Self-Directed Reading - Sarah Fillman, John T. Guthrie 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 4. Reading Is Social: Bringing Peer Interaction to the Text - Dee Antonio, John T. Guthrie Open Discussions Student-Led Discussions Collaborative Reasoning Why Social Interaction? Research and Theory Arranging Partnerships Socially Constructing Class Management Scaffolding Social Motivation Over Time 5. Self-Efficacy: Building Confident Readers - Shana Yudowitch, Lucas M. Henry, John T. Guthrie 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 6. Interest in Reading: Potency of Relevance - Robert L. Gibb, John T. Guthrie Rationale for Relevance Real-World Connection Personalizing With Questioning Extending Intrinsic Interests How Relevance Works: Theory and Evidence Self-Expression Puzzling 7. Growing Motivation: How Students Develop - John T. Guthrie 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? 8. Struggling Readers: Boosting Motivation in Low Achievers - Sandra Jacobs Ivey, John T. Guthrie 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 9. Next Steps for Teachers - John T. Guthrie 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
John T. Guthrie is the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland, College Park. As Director of the Maryland Literacy Research Center, he studies motivations and strategies in reading at all school levels. Before coming to Maryland, he was Research Director for the International Reading Association. He began his career at Johns Hopkins University, where he founded the Kennedy School for children with reading disabilities. His works on reading engagement have been published in the Reading Research Quarterly, the Journal of Educational Psychology, and the Elementary School Journal. He is a recipient of the Oscar Causey Award for Outstanding Reading Research, a member of the International Reading Association Hall of Fame, and the 2004 recipient of the University of Maryland System Regents' Award for research/scholarship/creative activity.
"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 "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) "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 "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 "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