1st Edition

Engaging Young Readers
Promoting Achievement and Motivation




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ISBN 9781572305359
Published April 27, 2000 by Guilford Press
331 Pages

USD $39.00

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Book Description

This volume demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. From leading literacy researchers and educators, the book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Helping teachers offer a coordinated emphasis on competence and motivation in reading instruction, chapters blend research evidence with practical recommendations. Topics covered include ways to provide children with a good foundation at the word level, help if they are in trouble, ample time and materials for reading, opportunities to share in a community of learners, instruction that is coherent, motivating, and responsive to each child's strengths and weaknesses, school-wide coordination of instruction, and continuities between home and school.

Table of Contents

1. Why Teachers Should Promote Reading Engagement, Linda Baker, Mariam Jean Dreher, and John T. Guthrie
2. Building the Word-Level Foundation for Engaged Reading, Linda Baker
3. Helping Children Who Experience Reading Difficulties: Prevention and Intervention, Steve Graham and Karen R. Harris
4. Fostering Reading for Learning, Mariam Jean Dreher
5. Creating a Print- and Technology-Rich Classroom Library to Entice Children to Read, Marilyn J. Chambliss and Ann Margaret McKillop
6. Promoting Collaboration, Social Interactions, and Engagement with Text, Linda B. Gambrell, Susan Anders Mazzoni, and Janice F. Almasi
7. Facilitating Children's Reading Motivation, Allan Wigfield
8. Determining the Suitability of Assessments: Using the CURRV Framework, Diane Henry Leipzig and Peter Afflerbach
9. Using Instructional Time Effectively, James P. Byrnes
10. Building toward Coherent Instruction, John T. Guthrie, Kathleen E. Cox, Kaeli Knowles, Michelle Buehl, Susan Anders Mazzoni, and Liz Fasulo
11. Facilitating Reading Instruction through School-Wide Coordination, Linda Valli
12. Fostering Home and Community Connections to Support Children's Reading, Susan Sonnenschein and Diane Schmidt
13. Achieving Expertise in Teaching Reading, Patricia A. Alexander and Helenrose Fives
14. Why Teacher Engagement Is Important to Student Achievement, John T. Guthrie, Mariam Jean Dreher, and Linda Baker

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Editor(s)

Biography

Linda Baker, PhD, Department of Psychology, University of Maryland Baltimore County, Baltimore, MD.

Mariam Jean Dreher, PhD, is Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. Previously she was an elementary classroom teacher and Title I specialist. Her research interests include ways to integrate informational text into literacy instruction to enhance students’ comprehension, vocabulary, and motivation. Dr. Dreher has published numerous articles and books and has served on many editorial advisory boards, receiving the Outstanding Reviewer Award from the Journal of Literacy Research. She is a consultant to National Geographic Children’s Books on a series of information books for young children. Dr. Dreher is a recipient of a Fulbright Senior Specialist Grant and was awarded an honorary doctorate from the University of Oulu, Finland.

Reviews

From a group of outstanding scholars, this volume presents a scholarly view of what we need to do to help children become engaged readers: those who are involved, absorbed, and interested in reading at a high level of performance. In a reasonable manner that transcends polarizing political arguments, the book considers all aspects of learning to read. Literacy educators will find state-of-the-art theory, research, policy, and practice. --Lesley Mandel Morrow, PhD, Rutgers University

We can all improve our own teaching and our students' learning by taking seriously this volume's well-documented advice about teaching reading to young learners. Not only do we get rock-solid suggestions for designing and implementing all aspects of a primary grade curriculum, we also are invited into the research that undergirds that curriculum. With so much emphasis on research-based practice in today's policy world, this volume provides a valuable resource for teachers and teacher educators. --P. David Pearson, PhD, College of Education, Michigan State University

This book couldn't be more timely. The authors provide a broad and comprehensive view of what teachers and school communities can do to ensure that every child becomes an achieving, motivated reader. The book represents a wonderful mix of scholarship and practical wisdom, all tied neatly together under the umbrella of reading engagement. This is a 'must read' for teachers, school administrators, and teacher educators. --Carol M. Santa, PhD, Coordinator of Language Arts, Kalispell Public Schools, Kalispell, Montana
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