Reviews a number of studies on the development of achievement-related self-system factors in relation to young children's reading acquisition. Shows that phonological processing ability and letter-naming knowledge at the outset of schooling not only predict subsequent reading performance but also academic self-concept and reading self-efficacy.…

Argues that by improving students' access to information books, teachers can do a better job of helping struggling readers become skillful, motivated readers. Documents the overwhelming use of stories in what students are expected to read and write, discusses the importance of balancing reading instruction with information text, and provides…

Describes how most reading and writing assignments do not require the demonstration of sophisticated cognitive, social, or self-regulation skills. Describes an intervention study addressing this issue, in which students read and wrote complex prose, offered feedback to classmates, and monitored their learning progress. Focuses on how these new…

Discusses the motivational and other aspects of struggling readers. Notes classroom practices that are barriers to struggling readers in many middle schools. Presents motivation theory as a basis of the authors' proposed engagement model of classroom practice. Proposes six aspects of teaching and classroom context that represent their model of…

Informs practitioners working with struggling readers of the latest research on home influences on reading motivation. Provides research-based suggestions to teachers as to how they might enlist the assistance of parents in motivating struggling readers. Shows that supportive home environments foster motivation for reading, which leads to more…

Discusses the Facts and Feelings Response Diary strategy for assisting middle school students in inclusive settings to connect both efferently and aesthetically with informational text. Notes that this activity stimulates students to focus their attention on important facts and details and to use their prior experiences, feelings, interests,…

Examines the contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of writing in academic settings. Demonstrates that students' confidence in their writing capabilities influence their writing motivation as well as various writing outcomes in school. Offers academic implications and strategies…

Summarizes the major points about self-efficacy and proposes instructional responses teachers can employ to raise self-efficacy. Delineates various instructional procedures that can enhance self-efficacy increasing motivation and achievement. Suggests that by giving choice, teaching literacy strategies, creating self-evaluations and changing the…

Considers how the movement toward inclusive classrooms has enhanced significantly disabled students' opportunities for increased social interaction with their peers and it coincidentally has brought with it learning and achievement challenges for students as well as for their teachers and parents. Finds that the concept of treatment acceptability…

Proposes an Evaluative Framework that is designed to help users determine whether software and web pages fit with their literacy goals. Notes that this Evaluative Framework takes a global approach by including various theoretical perspectives, stances toward integrating literacy and technology, aspects of literacy, and types of educational…

Focuses on the role of self-efficacy in classroom engagement and learning. Defines terms and describes a general framework for conceptualizing efficacy, engagement, and learning. Discusses how self-efficacy is related to different aspects of engagement and learning. Concludes with suggestions for classroom practice. (SG)

Discusses theory, research, and applications relevant to one type of personal belief: perceived self-efficacy. Presents research evidence showing how social models, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Concludes with implications of the theory and research for educational practice. (SG)

Examines the historical and theoretical foundations of the factory model of education and contrasts it to the more recently developed inquiry model. Argues that the factory model of education is no longer useful since democracy in the twenty-first century requires citizens who are able to think critically and use learning and language flexibly to…

Demonstrates the wide variability among children learning to read and explores the consequences of this variability for reading instruction. Shares some examples to demonstrate that variability. Demonstrates what happens when very different children read identical text. Describes a way to organize classrooms that will better accommodate the…

Examines the complexities of decisions about special educational services including pull-out placements and retention. Makes that complexity personal through the stories of six children whose school lives were examined for 4 years. Concludes that there are devastating human consequences to standardized solutions. (SG)