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"Gambrell, Linda B"
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Team Ninja
In this exploration of the world of Ninjago, \"join Cole, Jay, Kai, Zane, and Nya in their latest adventure across the exciting land of Ninjago. New enemies are rising--does the team have what it takes to defeat them?\"--Amazon.com.
Book
Reading Motivation: Exploring the Elementary Gender Gap
In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (
Mohr, 2006
;
Smith & Wilhelm, 2002
) and organizations (The
Education Alliance, 2007
) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average achieving readers. Specifically, 288 third-grade average readers were studied. Two constructs consistent with expectancy-value theory (
Eccles, 1983
), self-concept as a reader and value of reading, were examined. The results suggest that third-grade boys and girls who are average readers are equally self-confident about their reading ability; however, boys value reading less than girls. This finding sheds new light on the complexities of motivation and gender differences.
Journal Article
Best practices in literacy instruction
Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK- 2 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned.
Book
Getting Students Hooked on the Reading Habit
We know that students who enjoy reading are likely to choose to read more often than students who do not enjoy reading. We also know that the more students read the better readers they become. The bottom line is that reading proficiency has been linked to a better and more productive academic, social, and civic life. We really don't need to be convinced that reading is a good thing for our students. The larger question is how do we help out students develop the reading habit? Recent research suggests three promising practices for supporting and nurturing the reading habit: design reading instruction based on principles of motivation, make reading relevant to the real world, and provide reading texts and tasks that are high‐interest and moderately challenging.
Journal Article
What is a Wookiee?
C-3PO describes the creatures and aliens which inhabit the Star Wars galaxy.
Book
ME AND MY READING PROFILE: A Tool for Assessing Early Reading Motivation
Research indicates that motivation plays a central role in literacy development. Recent investigations have revealed that reading motivation begins to erode as early as second grade. Therefore, it can be suggested that motivation must be carefully considered during early literacy instruction. However, such motivating instruction can be effectively planned only when informed by data. Consequently, there is a need for a developmentally appropriate tool to assess reading motivation in kindergarten through grade two. The \"Me and My Reading Profile\" is intended to support the instructional efforts of primary educators.
Journal Article
ASSESSING MOTIVATION TO READ: The Motivation to Read Profile–Revised
For most classroom teachers, recognizing when students are engaged in literacy activities--and perhaps more glaringly, when they are not--is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP-R) and to engage in a discussion of how periodic, class-wide administration of the MRP-R can inform practices to support motivating classroom contexts.
Journal Article
UPPER ELEMENTARY STUDENTS’ MOTIVATION TO READ FICTION AND NONFICTION
This research explores upper elementary students’ motivation to read fiction and nonfiction. Using expectancy-value theory, the researchers developed separate surveys to measure motivation to read fiction and nonfiction. Researchers administered surveys to 1,104 upper elementary students (grades 3–6) in multiple locations across the United States and found the instruments to be psychometrically sound. Results corroborate previous research demonstrating students’ declining-motivation to read across grade levels; in particular, students’ value for reading was declining. This research also corroborates previous research findings that girls are more motivated than boys to read fiction. Researchers found insignificant gender differences between girls’ and boys’ motivations to read nonfiction, indicating a need to further investigate students’ motivation to read nonfiction. Implications for classroom application of survey results and the need to enhance students’ value for reading are discussed.
Journal Article
Authentic Reading, Writing, and Discussion
In this exploratory study, reading, writing, and discussion were examined within the context of a pen pal intervention focusing on authentic literacy tasks. The study employed a mixed-method design with a triangulation-convergence model to explore the relationship between authentic literacy tasks and the literacy motivation of elementary students (n= 180), while also seeking to document whether students demonstrated accountability to community, content, and critical thinking during small-group discussions. Data sources included pre- and postintervention scores on the Literacy Motivation Survey, transcriptions of small-group discussions, and transcriptions of interviews with 28 key student informants. Findings integrated across quantitative and qualitative data sources suggest that authentic literacy tasks have the potential to support and sustain students' literacy motivation. Analysis of the discussions revealed that students demonstrated accountability to community, content, and critical thinking. Implications for the use of authentic tasks in literacy instruction, as well as suggestions for future research, are discussed.
Journal Article