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Building Reading Confidence in Adolescents
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Building Reading Confidence in Adolescents
Key Elements That Enhance Proficiency


December 2007 | 112 pages | Corwin

"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.


 
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

"A tremendous book. Research shows and teachers know that motivation is a central challenge facing teachers today. 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 competence in a range of areas."

Jeffrey D. Wilhelm, Professor of English Education
Boise State University

"Both practicing and preservice educators from all content areas need this amazing collection of constructive concepts and strategies that affect adolescent readers' attitudes toward academic and non-academic literacy. This book not only exposes educators to why facilitating engagement with reading is important, but also shares how to help adolescent readers enjoy a lifelong relationship with literacy."

Vicki Sellers, Language Arts/Social Studies Teacher
Crosbyton Middle School, TX
Key features
  • Links the cognitive and affective domains for building students' literacy
  • Distills research into a practical, effective four-point framework
  • Provides clear strategies easily incorporated by middle and secondary teachers
  • Provides windows on real classroom scenarios
  • Addresses issues of student motivation raised by the new Gates report
  • Supports school efforts to raise achievement of striving readers

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