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Direct linkErickson, Joy Dangora; Wharton-McDonald, Ruth – Reading Teacher, 2019
The authors emphasize the importance of cultivating autonomous motivation for literacy in early childhood by supporting students' basic psychological needs for autonomy, competence, and relatedness while building foundational skills. Additionally, the authors highlight four key findings specific to early childhood (pre-K-2) literacy development:…
Descriptors: Reading Motivation, Emergent Literacy, Early Childhood Education, Psychological Needs
Peer reviewedGambrell, Linda B. – Reading Teacher, 1996
Describes briefly several studies identifying classroom factors associated with literacy motivation in elementary school students. Discusses six research-based factors related to increased motivation to read: a teacher who is a reading model; a book-rich classroom environment; opportunities for choice; familiarity with books; social interaction…
Descriptors: Classroom Environment, Elementary Education, Reading Motivation, Reading Research
Peer reviewedWigfield, Allan; McCann, Ann Dacey – Reading Teacher, 1997
Discusses recent work on the nature of children's motivations for reading, in particular a reading-specific measure of motivation called the Motivations for Reading Questionnaire. (SR)
Descriptors: Elementary Education, Reading Attitudes, Reading Motivation, Reading Research
Peer reviewedBlock, Cathy Collins; Mangieri, John N. – Reading Teacher, 2002
Determines elementary teachers' knowledge of: current children's literature; children's books in six literary genres; and activities to promote students' recreational reading. Replicates a 1981 study to determine the level of knowledge possessed by today's teachers concerning children's literature and methods of increasing students' reading for…
Descriptors: Childrens Literature, Class Activities, Elementary Education, Knowledge Base for Teaching
Peer reviewedRamos, Francisco; Krashen, Stephen – Reading Teacher, 1998
Describes a study of second- and third-grade Hispanic students in an inner-city school, in which increasing children's access to books (through monthly visits to a public library) significantly increased children's interest in books and their reading at home. Concludes that simply providing interesting books for children is a powerful incentive…
Descriptors: Access to Education, Childrens Literature, Inner City, Primary Education
Peer reviewedJewell, Terry A.; Pratt, Donna – Reading Teacher, 1999
Describes how the authors have facilitated student-led literature discussions in their second- and third-grade classrooms. Outlines the basic organizational structure that fosters response-driven conversations about books. Illustrates the various ways students speak meaningfully with each other about the literature (including inferential…
Descriptors: Classroom Research, Discussion (Teaching Technique), Grade 2, Grade 3
Peer reviewedKoskinen, Patricia S.; Blum, Irene H.; Bisson, Stephanie A.; Phillips, Stephanie M.; Creamer, Terry S.; Baker, Tara Kelley – Reading Teacher, 1999
Describes a project in which 16 classroom teachers from seven different schools collaborated with researchers in an extensive investigation of book access and rereading. Discusses enhancing book access in school and at home, and enhanced book access at home with books and audiotapes. Shows how these school/home programs helped young…
Descriptors: Audiotape Recordings, Childrens Literature, Class Activities, Classroom Environment
