ERIC Number: EJ932962
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 26
Moving beyond Readability: Considering Choice, Motivation and Learner Engagement
Moley, Pauline F.; Bandre, Patricia E.; George, John E.
Theory Into Practice, v50 n3 p247-253 2011
As reading professionals and former middle school teachers, we believe it is essential for teachers to select books thoughtfully, understand the relationship between book selection and student motivation and engagement, and realize the importance of classroom instruction during the reading of literature. Teachers strive to help middle school students be strategic, independent readers. They want their students to successfully read and comprehend a text, think critically about its content, and discuss their thoughts with others. Unfortunately, the current educational climate makes these lofty goals. Often, more assignments are equated to accountability and rigor. We make the argument that in order for students to want to read and comprehend a text, think critically, and be willing to discuss their thoughts, teachers must consider the texts selected, the attributes of motivation, and the kinds of instructional opportunities afforded to students.
Descriptors: Learner Engagement, Middle Schools, Motivation, Middle School Teachers, Readability, Reading Teachers, Reading Motivation, Accountability, Books, Reading Comprehension, Reader Text Relationship, Reading Lists, Reading
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A