MOTIVATING STRUGGLING READERS BY TAPPING THE POTENTIAL OF INFORMATION BOOKS

Mariam Jean Dreher

73 citations0/0 files storedReading & Writing Quarterly

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Reading and Literacy Development EFL/ESL Teaching and Learning Literacy and Educational Practices

Abstract

Because struggling readers typically avoid reading, they get little practice in it and fall further behind their peers. In this article, I argue that by improving students' access to information books and opportunity to interact with such books, teachers can do a better job of helping struggling readers become skillful, motivated readers. I document the overwhelming use of stories in what students are expected to read and write, discuss the importance of balancing reading instruction with information text, and provide suggestions for taking advantage of the rich opportunities information books provide for struggling students.

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References

1991Handbook of reading research 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1990Interest and Its Contribution as a Mental Resource for Learning 1988Growth in Reading and How Children Spend Their Time Outside of School 1999Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement 1995Children's Attitudes toward Reading: A National Survey 2003Handbook of research on teaching the English language arts

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2019Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students 2005Choosing and using information trade books 2007First Graders' Preferences for Narrative and/or Information Books and Perceptions of Other Boys' and Girls' Book Preferences 2012Visual Representations in Second Graders' Information Book Compositions

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