NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982575
Record Type: Journal
Publication Date: 2012-Mar
Pages: 5
Abstractor: As Provided
Reference Count: 5
ISSN: ISSN-0013-1784
Making Textbook Reading Meaningful
Guthrie, John T.; Klauda, Susan Lutz
Educational Leadership, v69 n6 p64-68 Mar 2012
When students enter middle school, they are confronted with the necessity of learning from complex content-area textbooks. Many students find these texts boring, and they may lack the higher-order reading comprehension skills they need to tackle complex text. Yet the ability to read informational text is essential to success in middle school and beyond. The authors of this article build on their work with the University of Maryland's Concept-Oriented Reading Instruction project to identify five crucial practices that teachers can use to motivate adolescents to read informational texts: expanding reading volume to help students develop dedication; building students' self-efficacy; showing students the value of informational texts; engaging students through social interaction; and providing choice to spark student interest.
ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland