Motivating Struggling Readers in Middle School Through an Engagement Model of Classroom Practice
Author: Guthrie, J., Davis, M. Publisher: Taylor and Francis Publication Date: 2003, January Journal: Reading and Writing Quarterly Journal Volume: 19(1) Pages: 59-85
Abstract (written by WestEd):
This article opens with background on who struggling readers are, classroom practices that act as barriers, motivational theory, and a model of engagement in literacy. Against this backdrop, it then provides six classroom practices that teachers can implement to support struggling middle school readers:
Construct rich knowledge goals.
Provide students with real-world, hands-on experiences connected to what they are reading.
Provide a rich assortment of interesting books and materials related to the knowledge goals.
Give students autonomy (i.e., choice and control) over what they read.
Provide direct instruction for important reading strategies.
Encourage collaboration around the reading experience.
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