Developing Engaged Readers in School and Home Communities

By Linda Baker; Peter Afflerbach et al. | Go to book overview

6
Creating Motivating Contexts
for Literacy Learning

Linda B. Gambrell
University of Maryland

Lesley Mandel Morrow
Rutgers University

What motivates students to engage in literacy activities? Why are some children highly motivated to read and write, whereas others appear to be uninterested? The role of motivation in learning is receiving a great deal of attention in the current educational literature ( Csikszentmihalyi, 1991; Ford, 1992; McCombs, 1989, 1991; Oldfather, 1993). One reason for this current interest is that educators recognize that motivation is at the heart of many of the pervasive problems we face in educating today's youth. In a survey conducted in the 1980s, teachers ranked motivating students as one of their primary and overriding concerns ( Veenman, 1984). In a recent national survey of classroom teachers, creating interest in reading was rated as the most important area for future reading research ( O'Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992).

In this chapter, we explore the role of motivation in literacy learning and focus on three recent studies that reveal insights about how children acquire the motivation to develop into active, engaged literacy learners. A brief overview of motivational theory as it relates to the instructional context is presented, with particular emphasis on how motivation is related to the engagement perspective. In the first study to be discussed in this chapter, third- and fifth-grade students' reading habits and behaviors were explored through interviews. Children talked about what motivated them to read, why they engaged in reading activities, and who motivated them to read. In the next section, two school-based intervention

-115-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Developing Engaged Readers in School and Home Communities
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 307

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.