Motivating Students to Read in the Content Classroom: Six Evidence‐Based Principles

Brozo, William G.; Flynt, E. Sutton

doi:10.1598/rt.62.2.9

Cited by 38 publications

(18 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Part of the reason for low reading expectations is that generalized student resistance to class Trapped in a Cycle of Low Expectations 323 reading remains both well known and widespread (Lesley, Watson, & Elliot, 2007). Research suggests adolescents may be resistant to informational kinds of reading for a number of reasons, including potential delays in reading maturation, inability to read for extended lengths of times, and limited experience with expository reading as opposed to narrative reading, for which a foundation has been built through engagement during their younger years (Brozo & Sutton Flynt, 2008;Jacobs, 2008;Schoenbach & Greenleaf, 2009). …”

Section: The Link Between Student Reading Attitudes and Teacher Instrmentioning

confidence: 99%

“…Research suggests adolescents may be resistant to informational kinds of reading for a number of reasons, including potential delays in reading maturation, inability to read for extended lengths of times, and limited experience with expository reading as opposed to narrative reading, for which a foundation has been built through engagement during their younger years (Brozo & Sutton Flynt, 2008;Jacobs, 2008;Schoenbach & Greenleaf, 2009). …”

Section: The Link Between Student Reading Attitudes and Teacher Instrmentioning

confidence: 99%

See 1 more Smart Citation

Trapped in a Cycle of Low Expectations: An Exploration of High School Seniors' Perspectives About Academic Reading

Hooley¹,

Tysseling²,

Ray³

2013

hsj

View full text Add to dashboard Cite

Reports show that the reading proficiency scores for 17-year-olds have stagnated over the past several decades. In this study, the authors explored older students' academic reading perceptions that might suggest links to proficiency. What do high school seniors really think about class reading? Do they understand what they read? How do they view teacher support for content reading? A quarter of the senior class of one mid-sized high school responded to open-ended questions such as these as well as a Likert-style reading attitude survey. Additionally, the teachers of the student study sample were interviewed about their students' reading behaviors and attitudes. Data revealed that these seniors largely felt confident in their class reading abilities despite the fact that most said they did not do much reading either for school or recreationally. Seniors also reported a lower tolerance for reading long periods of time and showed little preference for reading informational texts. Yet most participants planned to go to college and felt positively about the challenges presented by college-level reading. Student and teacher reports suggested both parties may be locked in a reciprocating cycle of low reading expectations that maintain student non-reading behaviors and unrealistic ideas about the skill level necessary for informational reading comprehension.With increasing demands for higher levels of literacy and the national focus on the Common Core standards, students' critical reading of informational texts has moved front and center as an education and curriculum issue. However, despite such mandates, the reading proficiency scores for high school seniors dropped again this year according to the SAT report on college and career readiness (The SAT Report, 2012). The report revealed that the graduating class of 2012 scored lower in critical reading than in 2011, indicating a downward trend as the past several years of students scored four points lower than in 2008. The 2011 ACT reading benchmark report also showed no improvement in reading scores since the previous year with only about © 2013 The University of North Carolina Press 321 half of students (52%) at reading benchmarks set for college readiness (ACT College and Career Readiness Report, 2011). The findings from both reports align with the National Assessment of Educational Progress (NAEP) long-term trend report, which showed that 17-year-olds' reading proficiency has remained stagnant over the past several decades (The Nation's Report Card, 2011).Although we know high school students' reading proficiency is a concern for the educational community at large, do students and their content teachers see reading proficiency as a problem? What do they really think of class reading and reading instruction? What is the connection between academic reading attitudes and proficiency for older students? These are some of the questions we investigated in this exploratory study. High school seniors in their American Government class responded to two measures: open-ended qu...

show abstract

Section: The Link Between Student Reading Attitudes and Teacher Instrmentioning

confidence: 99%

Section: The Link Between Student Reading Attitudes and Teacher Instrmentioning

confidence: 99%

Trapped in a Cycle of Low Expectations: An Exploration of High School Seniors' Perspectives About Academic Reading

Hooley¹,

Tysseling²,

Ray³

2013

hsj

View full text Add to dashboard Cite

show abstract

“…In short, students in Classroom B were "doing school." Authentic tasks, then, encourage student motivation, which is vital to expanding content literacy (Brozo & Flynt, 2008).…”

Section: Authentic Tasks and Motivationmentioning

confidence: 99%

The Case for Authentic Tasks in Content Literacy

Parsons

Ward

2011

The Reading Teacher

View full text Add to dashboard Cite

Motivation, academic vocabulary, and the role of teachers have been themes of previous Content Literacy columns. In this installment, we suggest that the tasks, or assignments, students complete are an important aspect of content literacy because they influence students' understandings of content and reading. Additionally, we demonstrate how well‐designed tasks are closely associated with increasing student engagement and expanding word knowledge.

show abstract

“…Adolescents use the computer as a tool to find information, display their creativity through Web page design, and more importantly to communicate with peers. Brozo and Flynt (2008) stated, "A student . .…”

Section: Adolescent Interestsmentioning

confidence: 99%

“…The number one motivating factor is to give adolescents the choice of reading materials. Brozo and Flynt (2008) warned, "As students advance through the grades, their choices about many things outside of school increase significantly, yet options in school remain limited". By giving the students a choice they will be able to choose topics with which they are interested.…”

Section: Adolescent Motivationsmentioning

confidence: 99%

Preserving Adolescent Readership through Interest and Motivation

Doepker

Ortlieb

2011

IJE

View full text Add to dashboard Cite

Adolescent literacy has remained a relatively hot topic for several years in the field of reading education (Cassidy, Ortlieb, & Shettel, 2010/2011) however, educators remain conflicted about how to maintain high levels of reading motivation. A historical analysis of adolescent interests and motivations was conducted to determine what instructional techniques have had positive effects so as to meet the imminent needs of adolescent readers. Findings include information pertaining to: choice of a multitude of reading materials, substantial time to experience aesthetic and engaging reading experiences, and a relevant, challenging curriculum that addresses student needs, personal interests, and motivations.

show abstract

Motivating Students to Read in the Content Classroom: Six Evidence‐Based Principles

Cited by 38 publications

References 15 publications

Trapped in a Cycle of Low Expectations: An Exploration of High School Seniors' Perspectives About Academic Reading

Trapped in a Cycle of Low Expectations: An Exploration of High School Seniors' Perspectives About Academic Reading

The Case for Authentic Tasks in Content Literacy

Preserving Adolescent Readership through Interest and Motivation

Contact Info

Product

Resources

About