Focuses on how to create a society of "engaged readers" - readers who are socially interactive, strategic, and motivated. Provides a state-of-the-art review of research on promoting reading in relation to reading instruction.

"Simply put, this book is designed to maximize motivation so that students develop the reading habit. With this goal in mind, the authors present motivating classroom activities that promote intrinsic literacy motivation. Many of the activities described in the chapters in the book provide opportunities for the integration of the language arts and include many suggestions for engaging students in listening, speaking, reading and writing"--

This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruction. Engaged readers are viewed as motivated, strategic, knowledgeable, and socially interactive. They read widely for a variety of purposes and capitalize on situations having potential to extend literacy. The book is organized into four sections representing key components of the NRRC research agenda and the engagement perspective. This perspective emphasizes contexts that influence engaged reading. Accordingly, the first section of the volume focuses on the social and cultural contexts of literacy development, with chapters devoted to examining home influences, home-school connections, and the special challenges facing ethnic minorities. The engagement perspective also implies greater attention to the role of motivational and affective dimensions in reading development than traditional views of reading. Therefore, the second section examines motivational theory and its implications for reading engagement, with special attention to characteristics of classroom contexts that promote motivation in reading. The engagement perspective embraces innovative instructional contexts that address the cognitive, social, and motivational aspects of reading. Thus, the third section includes chapters on current directions in promoting children's learning from text, on the value of an integrated curriculum in promoting reading engagement, and on the challenges of assessing students' development as engaged readers. Finally, the broader conception of reading implied by the engagement perspective requires an expanded array of research approaches, sensitive to the complex and interacting contexts in which children develop literacy. The concluding section focuses on these important contemporary issues in literacy research and educational research, with chapters examining the variety of alternative modes of inquiry gaining prominence in literacy research, teacher inquiry, and ethical issues of collaboration between university and teacher researchers. Intended for university-based researchers, graduate students, and classroom teachers, this volume brings together researchers who think about students and their literacy development in school and home communities in distinctly different ways. The cooperative and collaborative inquiry presented contributes to a richer understanding of the many factors influencing engaged reading.

A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

This volume demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. From leading literacy researchers and educators, the book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Helping teachers offer a coordinated emphasis on competence and motivation in reading instruction, chapters blend research evidence with practical recommendations. Topics covered include ways to provide children with a good foundation at the word level, help if they are in trouble, ample time and materials for reading, opportunities to share in a community of learners, instruction that is coherent, motivating, and responsive to each child's strengths and weaknesses, school-wide coordination of instruction, and continuities between home and school.

This book is a tool for researchers, educators, teachers and undergraduate and postgraduate teachers who have an interest in understanding ways to enhance children's motivation in reading, writing and oral language.

What is that intangible force that makes some classrooms positively buzz with interest, attention, and excitement about learning? While motivation can't easily be quantified, few would dispute its essential role in promoting academic engagement and achievement. This uniquely practical book is the first how-to guide on motivating students in grades K-3. Presented are research-based strategies and techniques that are brought to life in three extended case studies of highly successful motivators. Vividly demonstrating how these exemplary teachers flood their classrooms with motivation, the book provides inspiration and practical ideas that readers can implement in their own work. It also guides teachers in recognizing and avoiding key pitfalls--the attitudes, instructional methods, and classroom management approaches that may inadvertantly undermine student motivation. Key Features: The first how-to book on this important topic Senior author Michael Pressley is a popular, visible figure with a stellar reputation. Practical, realistic classroom suggestions are illustrated by case material. Appendix provides checklists of what works (and what doesn't) in promoting academic motivation.