Scholars in college learning and writing studies have argued that reading has an image problem: we have trouble "seeing" it. This study contributes to making reading visible by collecting a series of images used by faculty and students enrolled in first-year experience courses. Qualitative analysis of interviews with five faculty and 34…

Purpose: This article reports on the practical application of Learning Elements advocated by the multiliteracies approach to classroom practice. Its ideas are grounded in the multiliteracies pedagogical principles of teaching and learning that address issues on literacy and learning in today's globalised world. The main objective of this study was…

This study examined teachers' beliefs about motivating students to read through the development of a new survey questionnaire. The current investigation reports on initial tests of the scale's reliability and validity. The items for this measure were developed from an engagement perspective to reflect the motivational constructs represented in an…

This study examined the motivation to read of children in grades two through six. All children in the study were strong in their literal comprehension of narrative text. Some were equally strong in their ability to respond thoughtfully to the text (Blue Group); others struggled to respond to questions requiring them to think about the implications…

This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

Providing an international perspective on how children learn to read, this first of 2 volumes presents research studies and classroom experiences from the United Kingdom, the United States, Canada, Australia, Jamaica, and Israel, drawing on evidence from 18 countries. Essays in the volumes highlight implications for design, implementation, and…

Providing an international perspective on how children learn to read, this second of 2 volumes presents research studies and classroom experiences from the United Kingdom, the United States, Canada, Australia, Jamaica, and Israel, drawing on evidence from 18 countries. Essays in the volumes highlight implications for design, implementation, and…

Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time.…