With contributions from content teachers, this insightful book discusses instructional approaches, student activities, and textbooks that can motivate reluctant learners to become active readers.

Preface	p. ix
Acknowledgments	p. xiii
About the Editor	p. xv
About the Contributors	p. xvii
Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention	p. 1
Dilemmas of Students' Motivation and Engagement in School Reading	p. 2
Challenge: Teacher Support for Motivation and Engagement	p. 4
Meaning Is Motivating: Classroom Goal Structures	p. 6
Control and Choice: Supporting Self-Directed Reading	p. 7
Reading Is Social: Bringing Peer Interaction to the Text	p. 8
Self-Efficacy: Building Confident Readers	p. 9
Interest in Reading: Potency of Relevance	p. 10
Struggling Readers: Boosting Motivation in Low Achievers	p. 12
Merging Engagement Support Into Structured Classroom Management	p. 14
Next Steps: Transforming Classrooms and Schools	p. 15
Meaning Is Motivating: Classroom Goal Structures	p. 17
Providing Mastery Goals	p. 19
Making Tasks Relevant	p. 20
Using Hands-On Activities	p. 22
Mastery Versus Performance Motivation: Theory and Research	p. 23
Transforming Text to Meaning	p. 24
Scaffolding Mastery Motivation	p. 27
Providing Reteach Opportunities	p. 28
Rewarding Effort Over Performance	p. 30
Control and Choice: Supporting Self-Directed Reading	p. 33
Providing Control and Choice in Instruction	p. 34
Overview of Instructional Practices	p. 35
Ownership of Text	p. 36
Options for How to Learn From Text	p. 38
Input Into Curriculum	p. 39
Student Self-Direction and Shared Control: Theory and Research	p. 40
Self-Selection of Knowledge Displays	p. 43
Voice in Standards for Evaluating	p. 44
Inquiry Projects	p. 45
Scaffolding Control and Choice for Diverse Students	p. 46
Order in the Classroom!	p. 47
Roles for Administrators	p. 48
Reading Is Social: Bringing Peer Interaction to the Text	p. 49
Open Discussions	p. 50
Student-Led Discussions	p. 52
Collaborative Reasoning	p. 54
Why Social Interaction? Research and Theory	p. 55
Arranging Partnerships	p. 57
Socially Constructing Class Management	p. 59
Scaffolding Social Motivation Over Time	p. 61
Self-Efficacy: Building Confident Readers	p. 65
Recognizing the Gap	p. 66
Matching Text to Students	p. 71
How Self-Efficacy Develops in a Classroom: Theory and Research	p. 75
Establishing Initial Confidence	p. 76
Setting Realistic Goals	p. 77
Assuring Enabling Skills	p. 79
Interest in Reading: Potency of Relevance	p. 83
Rationale for Relevance	p. 84
Real-World Connection	p. 86
Personalizing With Questioning	p. 89
Extending Intrinsic Interests	p. 90
How Relevance Works: Theory and Evidence	p. 94
Self-Expression	p. 96
Puzzling	p. 98
Growing Motivation: How Students Develop	p. 99
Context Counts	p. 100
Situated Motivation Is Significant	p. 102
Motives Move From Outside to Inside	p. 105
Internal Motivation Drives Achievement	p. 108
General Motivation Is Stable	p. 110
Global Internal Motivation Declines Across Time	p. 111
Cause and Effect?	p. 113
Struggling Readers: Boosting Motivation in Low Achievers	p. 115
Our Challenges	p. 115
Varieties of Unmotivated Readers	p. 116
Externally Motivated Low Achievers	p. 119
Approaches to Motivation for Moderately Struggling Readers	p. 121
Low Achievers Who Resist Reading	p. 122
Approaches to Motivation for Resistant Students	p. 123
A Learning Curriculum for Struggling Readers	p. 125
Resistant Students Who Struggle to Recognize Words	p. 126
Instructional Approaches for Resistant Students With Word Reading Deficits	p. 127
Next Steps for Teachers	p. 131
Identifying One Motivation to Address	p. 131
Selecting Several Instructional Practices to Initiate Motivation	p. 133
Planning Short-Term Change	p. 134
Planning Long-Term Change	p. 135
Phasing in Support for All Motivations and Implementing All Practices	p. 136
Tools for Teachers	p. 137
Questionnaires	p. 141
Resources	p. 157
Bibliography	p. 171
Index	p. 183
Table of Contents provided by Ingram. All Rights Reserved.

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