Building reading confidence in adolescents : key elements that enhance proficiency /
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| Author / Creator: | Johnson, Holly, 1956- |
|---|---|
| Imprint: | Thousand Oaks, CA : Corwin Press, c2008. |
| Description: | xi, 92 p. : ill. ; 28 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/6669408 |
Table of Contents:
- Introduction
- Why Is Self-Efficacy Important in Reading?
- The Purpose of the Text
- The Audience for This Text
- Outline of the Text
- 1. The Four Elements of Reading Self-Efficacy
- Identifying the Self-Efficacy Elements of C-I-M-S
- Confidence
- Independence
- Metacognition
- Stamina
- Self-Efficacy and the Cueing System
- Learning from Teachers and Students
- Validating and Violating C-I-M-S
- Validation of Readers' C-I-M-S
- Environmental Elements
- Teaching/Learning Dialectic
- Curricular Decisions
- Affective Issues
- Strategies
- Violation of Readers' C-I-M-S
- Concluding Comments
- 2. A Closer Look at Confidence and Reading
- What Teachers Have to Say About Confidence and Reading
- Teaching and Learning
- Curriculum Planning for Enhancing Reading Confidence
- Affective Interactions and Confidence
- Strategies for Building Readers' Confidence
- What Students Have to Say About Confidence
- Teaching and Learning
- Curriculum Planning for Enhancing Reading Confidence
- Affective Interactions and Confidence
- Strategies for Building Readers' Confidence
- Comparing Teacher and Student Thoughts on Reading Confidence
- An Environment That Builds Confidence
- Reading in Content Classrooms
- Classroom Practices for Building Reading Proficiency
- Strategies for Building Readers' Confidence
- Class Meetings About Reading
- Using Authentic Texts
- Accessing Prior Knowledge
- Making Connections to Reading
- Paired Reading With Peers
- Paired Reading With Younger Readers
- Word Walls
- Using Text Sets
- Retrospective Miscue Analysis
- Concluding Remarks
- 3. The Importance of Independence for Gaining Reading Proficiency
- What Teachers Have to Say About Independence
- Teaching and Learning
- Curriculum Planning for Enhancing Reading Independence
- Affective Interactions and Independence
- Strategies for Building Readers' Independence
- What Students Have to Say About Independence
- Teaching and Learning
- Curriculum and Reading
- Affective Interactions and Independence
- Reading Strategies to Enhance Independence
- Comparing Teacher and Student Responses to Reading Independence
- An Environment for Developing Independence
- Classroom Conditions That Create Reading Independence
- Scaffolding Reading Independence
- Strategies for Creating Reading Independence
- Interest Inventories
- Silent Reading
- Questioning the Author
- Student Think Alouds
- Note-Taking
- Skimming, Scanning, Browsing
- Concluding Remarks
- 4. A Closer Look at Metacognition and Its Role in Reading Proficiency
- What Teachers Have to Say About Metacognition
- Environment
- Teaching and Learning Relationships
- Curricular Planning to Foster Metacognitive Awareness
- Affective Decisions and Metacognition
- Strategies to Build Metacognition
- What Students Have to Say About Metacognition and Reading
- Environment
- Teaching and Learning Relationships
- Curricular Decisions
- Affective Decisions
- Comparing Teacher and Student Responses to Metacognition
- Creating More Strategic Readers
- Are We Preparing Metacognitive Teachers?
- Concluding Remarks
- 5. The Significance of Stamina in Reading Proficiency
- What Teachers Have to Say About Stamina
- Teaching and Learning
- Curricular Decisions That Enhance Reading Stamina
- Affective Decisions and Stamina
- What Students Have to Say About Stamina and Reading
- Teaching and Learning
- Curricular Decisions
- Affective Decisions
- Comparing Teacher and Student Thought on Stamina
- An Environment for Building Readers' Stamina
- Strategies for Building Readers' Stamina
- Support Strategies
- Graphic Organizers
- Categorization of Information
- Knowledge Charts
- Choice Strategies
- Wondering and Wandering
- Assessment Strategies
- Concluding Remarks
- 6. Developing Curriculum That Addresses Self-Efficacy
- Addressing Self-Efficacy in the Classroom
- Curricular and Instructional Models
- Rigor
- Relevance
- Relationship
- Text Sets of Multiple Print Materials
- Rigor
- Relevance
- Relationship
- Choice and Voice
- Rigor
- Relevance
- Relationship
- Sustained Time for Reading, Writing, Talking, Thinking, and Sharing
- Rigor
- Relevance
- Relationship
- Where Do We Go From Here?
- References
- Index
