Maximizing Motivation for Literacy Learning : Grades K-6 book cover
1st Edition

Maximizing Motivation for Literacy Learning
Grades K-6

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ISBN 9781462507511
Published November 29, 2012 by Guilford Press
184 Pages

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Book Description

This indispensable book presents a wealth of concrete ways to promote children's intrinsic motivation to read. It provides 30 practical strategies and activities--such as "Citizen of the Month," "High Five," and "Your Life in Books"--that are ready to implement in the K-6 classroom. Teachers get step-by-step instructions for creating a motivating classroom environment, nurturing children's self-concepts as literacy learners, and fostering appreciation of the value of reading and writing. More than a dozen reproducibles include two helpful assessment tools; the large-size format facilitates photocopying.

Table of Contents

Introduction: Myths and Truths
I. Motivating Classroom Communities
1. Book Blessing
2. Citizen of the Month
3. Class Spirit
4. Literacy Centers Plus
5. Literacy Workshop Plus
6. Read-and-Think Corner
7. Star of the Week
8. Teacher’s Reading Log
9. Happy Happenings Box
10. Lifeline: Past-Present-Future
II. Promoting Self-Concept as a Reader
11. Experts Teaching
12. Every-Pupil-Response Techniques
13. High Five
14. I Can, You Can, We Can
15. Specific Praise
16. Now-Next-Quick Reads
17. Alternatives to Cold, Round Robin Reading
18. Word Sorting for Younger Students
19. Word Sorting for Older Students
III. Promoting the Value of Reading
20. Be a Reading Role Model
21. Wall of Fame
22. Honor All Print
23. Personal Invitation to Read
24. Make a Real-World Connection
25. I-Search
26. Textbook Top Ten
27. Rewarding Reading
28. Your Life in Books
29. Vote for the Read-Aloud
30. Promoting the Value of Literacy at Home
IV. Against All Odds: A Case Study of Small Changes and Big Differences
V. Assessing Motivation: Instruments
Assessing Motivation to Read: The Motivation to Read Profile
The Teacher, the Text, and the Context as Factors in Motivating Students to Write: The Motivation to Write Scale
VI. Conclusion: Myths and Truths Revisited

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Barbara A. Marinak, PhD, is Associate Professor in the School of Education and Human Services at Mount St. Mary’s University. Before coming to Mount St. Mary's, she spent more than two decades in public education, where she held a variety of leadership positions. She co-chairs the Response to Intervention (RTI) Task Force of the International Reading Association and serves on the National Joint Commission on Learning Disabilities. Dr. Marinak's research and publications address reading motivation, intervention practices, and the use of informational text.

Linda B. Gambrell, PhD, is Distinguished Professor of Education and former Director of the Eugene T. Moore School of Education at Clemson University. A past president of the International Reading Association (IRA), the National Reading Conference (NRC), and the College Reading Association, she is a recipient of numerous awards, including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit from the IRA, the Albert J. Kingston Award from the NRC, and the Oscar Causey Award from the Literacy Research Association, and is a member of the Reading Hall of Fame. Dr. Gambrell's research and publications focus on comprehension and cognitive processing, literacy motivation, and the role of discussion in teaching and learning.

Susan Anders Mazzoni, MEd, is an independent literacy consultant who works with administrators and teachers to improve literacy practices in elementary school classrooms. Since the late 1990s, she has worked with teachers on implementing phonics, phonemic awareness, fluency, comprehension, and vocabulary instruction in ways that promote student engagement and literacy motivation. Ms. Mazzoni has taught reading courses and served as a research assistant for the National Reading Research Center at the University of Maryland, College Park. Her research and publications address reading motivation, reading engagement, emergent literacy, and discussion.


"The authors offer the perfect combination of practical classroom ideas and sound motivation theory. They provide a masterful plan for incorporating motivational literacy practices into a standards-based curriculum. Motivation makes the difference--this book gives educators the knowledge and skills to put it into practice. It will be a valuable resource for teachers and teacher candidates for years to come."--Jill E. Cole, EdD, Department of Education, Wesley College

"This book is a 'must read'  for all those who are (or will be) teaching reading. Without motivation, we cannot teach children to become lifelong voluntary readers. The book illustrates how to motivate children with choices, suitable challenges, social interaction, and success--and how to make literacy more interesting and relevant for them. I thoroughly enjoyed the book and learned many excellent strategies."--Lesley Mandel Morrow, PhD, Professor and Chair, Department of Learning and Teaching, Rutgers, The State University of New Jersey

"This informative, easy-to-use resource is full of practical ideas that fit into the constraints of the busy elementary classroom and mesh well with Common Core standards. The book addresses a very common pitfall to student achievement--lack of motivation. I will definitely use the read-aloud text selection suggestions and the concept of 'honoring all print' in my classroom."--Denise Ashe Devine, MS, fourth-grade teacher, Chittenango (New York) Central Schools

"Marinak, Gambrell, and Mazzoni have done a terrific job of supplying practical suggestions for motivating children to read. The clear, 'how-to-do-it' language takes the guesswork out of implementation. The tips for extension are an added bonus, as are the reproducibles. This book is one-stop shopping for teachers intent on fostering a love of reading!"--Michael C. McKenna, PhD, Thomas G. Jewell Professor of Reading, Curry School of Education, University of Virginia

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