Building Reading Confidence in Adolescents
Purchase
Description
"A tremendous book. Research shows—and teachers know—that student motivation is a central challenge. This text provides fresh insight into self-efficacy, an essential component of motivation, by exploring what it is, how to cultivate it, and how to nurture it in the context of innovative teaching that develops literacy competency in a range of areas."
—Jeffrey D. Wilhelm, Professor of English Education
Boise State University
Build students' self-confidence in reading with clear strategies you can implement today!
All students need to feel good about who they are, their capabilities, and potential. Many adolescents, however, may suffer from insecurities about their ability to grasp and comprehend ideas, particularly when it involves reading. How can teachers nurture in students the literacy skills that foster a sense of competence and enthusiasm?
In this practical guide, the authors present a unique framework of research-based strategies for building reading self-efficacy by focusing on four important concepts: confidence, independence, metacognition, and stamina. Building Reading Confidence in Adolescents offers real classroom scenarios that help instructors develop more proficient readers in Grades 6–12. Ideal for all types of classrooms—from urban centers to rural settings—this book helps teachers explore critical elements such as:
- Creating classroom conditions and practices to support learner success
- Identifying individual student strengths and challenges with written/visual materials
- Linking the cognitive and affective domains to build students' skills
- Developing positive teacher-student relationships
Help your students learn to work through any reading challenge to become confident, independent readers who are fully engaged as learners.
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
References
Index
Index
Description
"A tremendous book. Research shows—and teachers know—that student motivation is a central challenge. This text provides fresh insight into self-efficacy, an essential component of motivation, by exploring what it is, how to cultivate it, and how to nurture it in the context of innovative teaching that develops literacy competency in a range of areas."
—Jeffrey D. Wilhelm, Professor of English Education
Boise State University
Build students' self-confidence in reading with clear strategies you can implement today!
All students need to feel good about who they are, their capabilities, and potential. Many adolescents, however, may suffer from insecurities about their ability to grasp and comprehend ideas, particularly when it involves reading. How can teachers nurture in students the literacy skills that foster a sense of competence and enthusiasm?
In this practical guide, the authors present a unique framework of research-based strategies for building reading self-efficacy by focusing on four important concepts: confidence, independence, metacognition, and stamina. Building Reading Confidence in Adolescents offers real classroom scenarios that help instructors develop more proficient readers in Grades 6–12. Ideal for all types of classrooms—from urban centers to rural settings—this book helps teachers explore critical elements such as:
- Creating classroom conditions and practices to support learner success
- Identifying individual student strengths and challenges with written/visual materials
- Linking the cognitive and affective domains to build students' skills
- Developing positive teacher-student relationships
Help your students learn to work through any reading challenge to become confident, independent readers who are fully engaged as learners.
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
References
Index
Index
Reviews
Building Reading Confidence in Adolescents
Key Elements That Enhance Proficiency
December 2007 | 112 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781412953535 | $37.95 |
| Hardcover | 27/02/2023 | 9781412953528 | $62.95 |
| Lifetime | 01/02/2026 | 9781452294582 | $35.00 |
"A tremendous book. Research shows—and teachers know—that student motivation is a central challenge. This text provides fresh insight into self-efficacy, an essential component of motivation, by exploring what it is, how to cultivate it, and how to nurture it in the context of innovative teaching that develops literacy competency in a range of areas."
—Jeffrey D. Wilhelm, Professor of English Education
Boise State University
Build students' self-confidence in reading with clear strategies you can implement today!
All students need to feel good about who they are, their capabilities, and potential. Many adolescents, however, may suffer from insecurities about their ability to grasp and comprehend ideas, particularly when it involves reading. How can teachers nurture in students the literacy skills that foster a sense of competence and enthusiasm?
In this practical guide, the authors present a unique framework of research-based strategies for building reading self-efficacy by focusing on four important concepts: confidence, independence, metacognition, and stamina. Building Reading Confidence in Adolescents offers real classroom scenarios that help instructors develop more proficient readers in Grades 6–12. Ideal for all types of classrooms—from urban centers to rural settings—this book helps teachers explore critical elements such as:
- Creating classroom conditions and practices to support learner success
- Identifying individual student strengths and challenges with written/visual materials
- Linking the cognitive and affective domains to build students' skills
- Developing positive teacher-student relationships
Help your students learn to work through any reading challenge to become confident, independent readers who are fully engaged as learners.
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