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ERIC Number: EJ896463
Record Type: Journal
Publication Date: 2010-Sep
Pages: 7
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0013-8274
Inspiring Curiosity and Enthusiasm for Nonfiction: A Project Designed to Boost Students' Will to Read
Meth, Jessica Matthews
English Journal, v100 n1 p76-82 Sep 2010
In her role as supervisor to middle school and high school student teachers, the author has observed dozens of students who avoid reading at every turn. She has also known frustrated teachers, daunted by the challenge of getting student readers up to speed. To better encourage a desire in students to read, she sets out to experiment with themes, texts, and activities to learn more about which practices spark students' curiosity and enthusiasm for reading, the drive to engage texts. Without developing a will to read, how will students develop--or sharpen--skill in reading? Motivation is not about curricular frills; energizing students, keeping them engrossed in meaningful tasks, is essential. If students feel confident about their reading ability--in research jargon, if they have "self-efficacy"--they are more likely to engage text. No surprise there: Teachers willingly take part in activities they believe they can succeed at. That means the good readers keep reading, keep exposing themselves to print, and keep improving. But strugglers don't read much, if at all, and fall further and further behind competent peers, a phenomenon known as the Matthew Effect (Stanovich). How are teachers to get struggling students excited about reading if skill is a major drive for reading will? In this article, the author describes a nine-week unit incorporating strategy instruction, guest speakers, and multimedia to engage struggling readers. (Contains 2 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A