Reading+Motivation

= Reading Motivation =

media type="custom" key="11144424"



=All Motivation Articles= Revisiting Read-Aloud: Instructional Strategies that Encourage Students' Engagement with Text By: Vanessa Morrison and Lisa Wlodarczyk (2010) This article describes evidence-based practices that encourage first graders' engagement with texts. The authors review reading as a transactional process, revisit the benefits of reading aloud to students, provide a rationale for promoting engagement with texts, discuss three literacy strategies implemented in one first-grade classroom, and share examples of work contributed by the students. Building World Knowledge: Motivating Children to Read and Enjoy Informational Text By: Barbara Marinak and Linda Gambrell (2009) Exposing young children to informational text early on can help them to handle the literacy demands of fourth grade and beyond. Practical instructional techniques can be used to promote understanding and enjoyment of informational texts. The three techniques described here — Text Impression, Guiding Questions, and the Retelling Pyramid — can help children become familiar with the language and structure of non-fiction books. Simple Practices to Nurture the Motivation to Read By: Linda Gambrell and Barbara Marinak (2009) Honoring books for self-selection, sharing the excitement of read-alouds, building a balanced book collection, making your passions public, and providing rewards that that demonstrate the value of reading are just a few simple but transformative suggestions that can nurture the love of reading in your classroom. Reading Motivation: What the Research Says By: Linda Gambrell and Barbara Marinak (2009) Researchers have identified a number of factors important to reading motivation including self-concept and value of reading, choice; time spent talking about books, types of text available, and the use of incentives. Teacher Practices that Impact Reading Motivation By: Angela McRae and John T. Guthrie (2008) Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students' reading by explicitly and systematically nourishing students' motivations as readers. Teaching Tips: Authoring with Video By: Barbara K. Strassman and Trisha O'Connell (2007) Help students engage in reading and writing by asking them to write captioning for audio-less video clips. This article contains step-by-step instructions for using the technique as well as links to digital media and suggested teaching ideas. Family Literacy Bags:A School-to-Home Project By: Reading Rockets (2007) The home is the child’s first classroom and parents are the first teachers. Parents who read to their children everyday and talk about what they are reading together promote a joy of reading and literacy achievement. How can teachers encourage reading at home and support the role of parents as educators? One way is through the use of Family Literacy Bags — a theme-based collection of books and related interactive activities that kids bring home from school to share with their family. Overview of Concept-Oriented Reading Instruction (CORI) By: John T. Guthrie, Angela McRae, and Susan Lutz Klauda (2007) Concept-Oriented Reading Instruction (CORI) teaches children reading comprehension through the integration of science and reading. Learn more about how CORI aims enhances students' reading engagement in order to increase reading ability. Literacy-Rich Environments By: The Access Center (2007) The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff. Day Trips for Book Lovers By: Mary Seehafer Sears (2005) Not everyone lives near Chincoteague lsland off the Maryland and Virginia coastline (//Misty of Chincoteague//) or has a chance to visit the Laura Ingalls Wilder house museum in the Ozarks (//Little House on the Prairie//). But books can inspire some exciting day trips. What Parents Can Do: Reading Tips From Kids By: Reading Is Fundamental (2005) Parents can make reading more motivating by letting children choose books and making reading a memorable family event. Find out what children themselves have to say about these guidelines for parents to increase motivation. Reader's Theater: Giving Students a Reason to Read Aloud By: Cara Bafile (2005) The reader's theater strategy blends students' desire to perform with their need for oral reading practice. Reader's Theater offers an entertaining and engaging means of improving fluency and enhancing comprehension. Family Literacy Tips: From A to Z By: Hamilton Mountain News (2005) Encourage literacy in your home and community. Here are some great tips to start everyone on the road to reading. When Kids Hate to Read By: Anne Svensen (2004) Children who aren't motivated to read can benefit from support at home. Learn what parents can do to make reading a more enjoyable experience for struggling readers in this interview with Dr. Marie Carbo. Motivation: The Key to Academic Success By: LD OnLine (2002) Motivation is key to school success. Just as the actor asks a director, "What is my motivation, for this scene?," the child turns to teachers, parents, and peers to discover the "why" of learning. Motivation is often defined as a need or drive that energizes behavior toward a goal. Tips for Encouraging Kids to Read By: Jessica Snyder (2002) We asked the parents and teachers who frequent our web site for their ideas about how to encourage kids, especially those who aren't excited about books, to do more reading. Thanks to all you tip-sters out there, we received tons of advice, which we've summarized in the seven tips below. Hooking Struggling Readers: Using Books They Can and Want to Read By: Lori Rog and Paul Kropp (2001) One of the keys to helping struggling readers is to provide them with books that they can and want to read. Fiction for struggling readers must have realistic characters, readable and convincing text, and a sense of the readers' interests and needs. Non-fiction books, newspapers, magazines, even comic books can hook students on reading. How Can Something as Simple as Reading to a Child Be So Effective? By: Jim Trelease (2001) We read to children for all the same reasons we talk with children: to reassure, to entertain, to bond; to inform or explain, to arouse curiosity, to inspire. But in reading aloud, we also condition the child's brain to associate reading with pleasure, create background knowledge, build vocabulary, and provide a reading role model.