Barbara A. Marinak & Linda B. Gambrell 
Maximizing Motivation for Literacy Learning [PDF ebook] 
Grades K-6

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.

Зміст

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

Про автора

Barbara A. Marinak, Ph D, 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, Ph D, 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.