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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
Building Reading Confidence in Adolescents offers a unique framework to build students' literacy skills at the middle and secondary levels. Based on their research and experience, the authors provide strategies to help learners grow in four key areas: confidence, independence, metacognition, and stamina. The text explores critical elements such as the classroom environment and teacher-student interactions; discusses how to create instructional frameworks for developing more proficient readers; and provides practical solutions for all types of classrooms - from urban centers to rural settings.

 
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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