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Providing All Students ACCESS to Self-Regulated Literacy Learning
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Parsons, Seth A. – Reading Teacher, 2008
ACCESS is an organizational framework to help educators plan instruction that prepares students for high-stakes tests and promotes self-regulated literacy learning. ACCESS stands for tasks that are authentic, that require collaboration among students, that challenge students, that culminate with an end product, that allow self-direction by giving…
Descriptors: High Stakes Tests, Student Motivation, Literacy, Models
Motivating Students to Read in the Content Classroom: Six Evidence-Based Principles
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Brozo, William G.; Flynt, E. Sutton – Reading Teacher, 2008
Teachers who plan content area instruction with evidence-based principles of reading engagement in mind will seek ways of making learning interesting and worthwhile; will create learning contexts that maximize participation in reading, writing, and thinking; and will always account for motivation and engagement when considering students' classroom…
Descriptors: Reading Instruction, Reading Motivation, Self Efficacy, Student Attitudes
What Teachers Can Learn about Reading Motivation through Conversations with Children
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Edmunds, Kathryn M.; Bauserman, Kathryn L. – Reading Teacher, 2006
Sixteen students, randomly selected from a pool of 91 fourth-graders in a midsize elementary school, were interviewed about their reading choices. The interviews revealed that children had different degrees of motivation, following several patterns. Children chose narrative literature for these reasons: (1) The books related to their personal…
Descriptors: Reading Motivation, School Libraries, Student Motivation, Grade 4
What Do the Kids Think?
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Pachtman, Andrew B.; Wilson, Karen A. – Reading Teacher, 2006
Can students identify the practices that motivate them to read? If asked to evaluate which components of a reading program are beneficial in motivating them, can they identify a particular practice and explain why it was helpful? These were the two major questions asked of 22 fifth-grade students reflecting on their fourth-grade experience. A…
Descriptors: Reading Programs, Student Motivation, Grade 5, Grade 4
Captioned Video and Vocabulary Learning: An Innovative Practice in Literacy Instruction.
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Koskinen, Patricia S.; And Others – Reading Teacher, 1993
Argues that captioned video is an innovative and promising approach for improving students' reading comprehension, vocabulary, and motivation. Describes its use in a fourth-grade classroom, and makes suggestions for getting started. (SR)
Descriptors: Captions, Grade 4, Intermediate Grades, Reading Attitudes
Intermediality: How the Use of Multiple Media Enhances Learning.
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Lapp, Diane; Flood, James; Fisher, Douglas – Reading Teacher, 1999
Describes how one fourth-grade teacher used television, videos, computers, classroom guests, and lots of reading and writing to engage his students in their language-arts unit, focusing on the book "Shiloh." Discusses how such "intermediality" (using multiple media) increases students' comprehension and understanding of text, capturing their…
Descriptors: Class Activities, English Instruction, Grade 4, Intermediate Grades
Reading and Discussing Fairy Tales--Old and New.
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Moss, Joy F. – Reading Teacher, 1982
Presents a unit that uses folk and fairy tales to provide a literary background for creative writing in a fourth-grade classroom. (FL)
Descriptors: Creative Writing, Fairy Tales, Fantasy, Folk Culture