‘A tremendous book. Research shows—and teachers know—that student motivation is a central challenge. This text provides fresh insight into self-efficacy, an essential component of motivation, by exploring what it is, how to cultivate it, and how to nurture it in the context of innovative teaching that develops literacy competency in a range of areas.’
—Jeffrey D. Wilhelm, Professor of English Education
Boise State University
Build students′ self-confidence in reading with clear strategies you can implement today!
All students need to feel good about who they are, their capabilities, and potential. Many adolescents, however, may suffer from insecurities about their ability to grasp and comprehend ideas, particularly when it involves reading. How can teachers nurture in students the literacy skills that foster a sense of competence and enthusiasm?
In this practical guide, the authors present a unique framework of research-based strategies for building reading self-efficacy by focusing on four important concepts: confidence, independence, metacognition, and stamina. Building Reading Confidence in Adolescents offers real classroom scenarios that help instructors develop more proficient readers in Grades 6–12. Ideal for all types of classrooms—from urban centers to rural settings—this book helps teachers explore critical elements such as:
- Creating classroom conditions and practices to support learner success
- Identifying individual student strengths and challenges with written/visual materials
- Linking the cognitive and affective domains to build students′ skills
- Developing positive teacher-student relationships
Help your students learn to work through any reading challenge to become confident, independent readers who are fully engaged as learners.
İçerik tablosu
Introduction
Why Is Self-Efficacy Important in Reading?
The Purpose of the Text
The Audience for This Text
Outline of the Text
1. The Four Elements of Reading Self-Efficacy
Identifying the Self-Efficacy Elements of C-I-M-S
Confidence
Independence
Metacognition
Stamina
Self-Efficacy and the Cueing System
Learning from Teachers and Students
Validating and Violating C-I-M-S
Validation of Readers′ C-I-M-S
Environmental Elements
Teaching/Learning Dialectic
Curricular Decisions
Affective Issues
Strategies
Violation of Readers′ C-I-M-S
Concluding Comments
2. A Closer Look at Confidence and Reading
What Teachers Have to Say About Confidence and Reading
Teaching and Learning
Curriculum Planning for Enhancing Reading Confidence
Affective Interactions and Confidence
Strategies for Building Readers′ Confidence
What Students Have to Say About Confidence
Teaching and Learning
Curriculum Planning for Enhancing Reading Confidence
Affective Interactions and Confidence
Strategies for Building Readers′ Confidence
Comparing Teacher and Student Thoughts on Reading Confidence
An Environment That Builds Confidence
Reading in Content Classrooms
Classroom Practices for Building Reading Proficiency
Strategies for Building Readers′ Confidence
Class Meetings About Reading
Using Authentic Texts
Accessing Prior Knowledge
Making Connections to Reading
Paired Reading With Peers
Paired Reading With Younger Readers
Word Walls
Using Text Sets
Retrospective Miscue Analysis
Concluding Remarks
3. The Importance of Independence for Gaining Reading Proficiency
What Teachers Have to Say About Independence
Teaching and Learning
Curriculum Planning for Enhancing Reading Independence
Affective Interactions and Independence
Strategies for Building Readers′ Independence
What Students Have to Say About Independence
Teaching and Learning
Curriculum and Reading
Affective Interactions and Independence
Reading Strategies to Enhance Independence
Comparing Teacher and Student Responses to Reading Independence
An Environment for Developing Independence
Classroom Conditions That Create Reading Independence
Scaffolding Reading Independence
Strategies for Creating Reading Independence
Interest Inventories
Silent Reading
Questioning the Author
Student Think Alouds
Note-Taking
Skimming, Scanning, Browsing
Concluding Remarks
4. A Closer Look at Metacognition and Its Role in Reading Proficiency
What Teachers Have to Say About Metacognition
Environment
Teaching and Learning Relationships
Curricular Planning to Foster Metacognitive Awareness
Affective Decisions and Metacognition
Strategies to Build Metacognition
What Students Have to Say About Metacognition and Reading
Environment
Teaching and Learning Relationships
Curricular Decisions
Affective Decisions
Comparing Teacher and Student Responses to Metacognition
Creating More Strategic Readers
Are We Preparing Metacognitive Teachers?
Concluding Remarks
5. The Significance of Stamina in Reading Proficiency
What Teachers Have to Say About Stamina
Teaching and Learning
Curricular Decisions That Enhance Reading Stamina
Affective Decisions and Stamina
What Students Have to Say About Stamina and Reading
Teaching and Learning
Curricular Decisions
Affective Decisions
Comparing Teacher and Student Thought on Stamina
An Environment for Building Readers′ Stamina
Strategies for Building Readers′ Stamina
Support Strategies
Graphic Organizers
Categorization of Information
Knowledge Charts
Choice Strategies
Wondering and Wandering
Assessment Strategies
Concluding Remarks
6. Developing Curriculum That Addresses Self-Efficacy
Addressing Self-Efficacy in the Classroom
Curricular and Instructional Models
Rigor
Relevance
Relationship
Text Sets of Multiple Print Materials
Rigor
Relevance
Relationship
Choice and Voice
Rigor
Relevance
Relationship
Sustained Time for Reading, Writing, Talking, Thinking, and Sharing
Rigor
Relevance
Relationship
Where Do We Go From Here?
References
Index
Yazar hakkında
Karen F. Thomas has been a classroom instructor and administrator in both elementary and middle/high school for 15 years teaching reading and English in urban, public, private and overseas settings before her current teaching at the college level for the 15 plus years. Currently, Thomas is a Professor of Literacy Education at Western Michigan University teaching undergraduate and graduate classes where she also serves as Director of the Dorothy J. Mc Ginnis Reading Center and Clinic and editor of Reading Horizons. She also is involved with a number of community initiatives for literacy as part of the Western Michigan University′s Clinic Outreach Program as well as co-investigator for an Early Reading First 3.4 million dollar grant working with Headstart populations.
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