John T. Guthrie is the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland, College Park. As Director of the Maryland Literacy Research Center, he studies motivations and strategies in reading at all school levels. Before coming to Maryland, he was Research Director for the International Reading Association. He began his career at Johns Hopkins University, where he founded the Kennedy School for children with reading disabilities. His works on reading engagement have been published in the Reading Research Quarterly, the Journal of Educational Psychology, and the Elementary School Journal. He is a recipient of the Oscar Causey Award for Outstanding Reading Research, a member of the International Reading Association Hall of Fame, and the 2004 recipient of the University of Maryland System Regents’ Award for research/scholarship/creative activity.

“A must-read for all middle and high school teachers interested in motivating and engaging students to enhance their reading development and help them enjoy it at the same time.”

• PrefaceAcknowledgmentsAbout the EditorAbout the Contributors1. Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention - John T. GuthrieDilemmas of Students’ Motivation and Engagement in School ReadingChallenge: Teacher Support for Motivation and EngagementMeaning Is Motivating: Classroom Goal StructuresControl and Choice: Supporting Self-Directed ReadingReading Is Social: Bringing Peer Interaction to the TextSelf-Efficacy: Building Confident ReadersInterest in Reading: Potency of RelevanceStruggling Readers: Boosting Motivation in Low AchieversMerging Engagement Support Into Structured Classroom ManagementNext Steps: Transforming Classrooms and Schools2. Meaning Is Motivating: Classroom Goal Structures - Jessica E. Douglas, John T. GuthrieProviding Mastery GoalsMaking Tasks RelevantUsing Hands-On ActivitiesMastery vs. Performance Motivation: Theory and ResearchTransforming Text to MeaningScaffolding Mastery MotivationProviding Reteach OpportunitiesRewarding Effort Over Performance3. Control and Choice: Supporting Self-Directed Reading - Sarah Fillman, John T. GuthrieProviding Control and Choice in InstructionOverview of Instructional PracticesOwnership of TextOptions for How to Learn From TextInput Into CurriculumStudent Self-Direction and Shared Control: Theory and ResearchSelf-Selection of Knowledge DisplaysVoice in Standards for EvaluatingInquiry ProjectsScaffolding Control and Choice for Diverse StudentsOrder in the Classroom!Roles for Administrators4. Reading Is Social: Bringing Peer Interaction to the Text - Dee Antonio, John T. GuthrieOpen DiscussionsStudent-Led DiscussionsCollaborative ReasoningWhy Social Interaction? Research and TheoryArranging PartnershipsSocially Constructing Class ManagementScaffolding Social Motivation Over Time5. Self-Efficacy: Building Confident Readers - Shana Yudowitch, Lucas M. Henry, John T. GuthrieRecognizing the GapMatching Text to StudentsHow Self-Efficacy Develops in a Classroom: Theory and ResearchEstablishing Initial ConfidenceSetting Realistic GoalsAssuring Enabling Skills6. Interest in Reading: Potency of Relevance - Robert L. Gibb, John T. GuthrieRationale for RelevanceReal-World ConnectionPersonalizing With QuestioningExtending Intrinsic InterestsHow Relevance Works: Theory and EvidenceSelf-ExpressionPuzzling7. Growing Motivation: How Students Develop - John T. GuthrieContext CountsSituated Motivation Is SignificantMotives Move From Outside to InsideInternal Motivation Drives AchievementGeneral Motivation Is StableGlobal Internal Motivation Declines Across TimeCause and Effect?8. Struggling Readers: Boosting Motivation in Low Achievers - Sandra Jacobs Ivey, John T. GuthrieOur ChallengesVarieties of Unmotivated ReadersExternally Motivated Low AchieversApproaches to Motivation for Moderately Struggling ReadersLow Achievers Who Resist ReadingApproaches to Motivation for Resistant StudentsA Learning Curriculum for Struggling ReadersResistant Students Who Struggle to Recognize WordsInstructional Approaches for Resistant Students With Word Reading Deficits9. Next Steps for Teachers - John T. GuthrieIdentifying One Motivation to AddressSelecting Several Instructional Practices to Initiate MotivationPlanning Short-Term ChangePlanning Long-Term ChangePhasing in Support for All Motivations and Implementing All PracticesTools for TeachersQuestionnairesResourcesReferencesIndex

John T. Guthrie is the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland, College Park. As Director of the Maryland Literacy Research Center, he studies motivations and strategies in reading at all school levels. Before coming to Maryland, he was Research Director for the International Reading Association. He began his career at Johns Hopkins University, where he founded the Kennedy School for children with reading disabilities. His works on reading engagement have been published in the Reading Research Quarterly, the Journal of Educational Psychology, and the Elementary School Journal. He is a recipient of the Oscar Causey Award for Outstanding Reading Research, a member of the International Reading Association Hall of Fame, and the 2004 recipient of the University of Maryland System Regents’ Award for research/scholarship/creative activity.

“A must-read for all middle and high school teachers interested in motivating and engaging students to enhance their reading development and help them enjoy it at the same time.”

• PrefaceAcknowledgmentsAbout the EditorAbout the Contributors1. Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention - John T. GuthrieDilemmas of Students’ Motivation and Engagement in School ReadingChallenge: Teacher Support for Motivation and EngagementMeaning Is Motivating: Classroom Goal StructuresControl and Choice: Supporting Self-Directed ReadingReading Is Social: Bringing Peer Interaction to the TextSelf-Efficacy: Building Confident ReadersInterest in Reading: Potency of RelevanceStruggling Readers: Boosting Motivation in Low AchieversMerging Engagement Support Into Structured Classroom ManagementNext Steps: Transforming Classrooms and Schools2. Meaning Is Motivating: Classroom Goal Structures - Jessica E. Douglas, John T. GuthrieProviding Mastery GoalsMaking Tasks RelevantUsing Hands-On ActivitiesMastery vs. Performance Motivation: Theory and ResearchTransforming Text to MeaningScaffolding Mastery MotivationProviding Reteach OpportunitiesRewarding Effort Over Performance3. Control and Choice: Supporting Self-Directed Reading - Sarah Fillman, John T. GuthrieProviding Control and Choice in InstructionOverview of Instructional PracticesOwnership of TextOptions for How to Learn From TextInput Into CurriculumStudent Self-Direction and Shared Control: Theory and ResearchSelf-Selection of Knowledge DisplaysVoice in Standards for EvaluatingInquiry ProjectsScaffolding Control and Choice for Diverse StudentsOrder in the Classroom!Roles for Administrators4. Reading Is Social: Bringing Peer Interaction to the Text - Dee Antonio, John T. GuthrieOpen DiscussionsStudent-Led DiscussionsCollaborative ReasoningWhy Social Interaction? Research and TheoryArranging PartnershipsSocially Constructing Class ManagementScaffolding Social Motivation Over Time5. Self-Efficacy: Building Confident Readers - Shana Yudowitch, Lucas M. Henry, John T. GuthrieRecognizing the GapMatching Text to StudentsHow Self-Efficacy Develops in a Classroom: Theory and ResearchEstablishing Initial ConfidenceSetting Realistic GoalsAssuring Enabling Skills6. Interest in Reading: Potency of Relevance - Robert L. Gibb, John T. GuthrieRationale for RelevanceReal-World ConnectionPersonalizing With QuestioningExtending Intrinsic InterestsHow Relevance Works: Theory and EvidenceSelf-ExpressionPuzzling7. Growing Motivation: How Students Develop - John T. GuthrieContext CountsSituated Motivation Is SignificantMotives Move From Outside to InsideInternal Motivation Drives AchievementGeneral Motivation Is StableGlobal Internal Motivation Declines Across TimeCause and Effect?8. Struggling Readers: Boosting Motivation in Low Achievers - Sandra Jacobs Ivey, John T. GuthrieOur ChallengesVarieties of Unmotivated ReadersExternally Motivated Low AchieversApproaches to Motivation for Moderately Struggling ReadersLow Achievers Who Resist ReadingApproaches to Motivation for Resistant StudentsA Learning Curriculum for Struggling ReadersResistant Students Who Struggle to Recognize WordsInstructional Approaches for Resistant Students With Word Reading Deficits9. Next Steps for Teachers - John T. GuthrieIdentifying One Motivation to AddressSelecting Several Instructional Practices to Initiate MotivationPlanning Short-Term ChangePlanning Long-Term ChangePhasing in Support for All Motivations and Implementing All PracticesTools for TeachersQuestionnairesResourcesReferencesIndex

John T. Guthrie is the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland, College Park. As Director of the Maryland Literacy Research Center, he studies motivations and strategies in reading at all school levels. Before coming to Maryland, he was Research Director for the International Reading Association. He began his career at Johns Hopkins University, where he founded the Kennedy School for children with reading disabilities. His works on reading engagement have been published in the Reading Research Quarterly, the Journal of Educational Psychology, and the Elementary School Journal. He is a recipient of the Oscar Causey Award for Outstanding Reading Research, a member of the International Reading Association Hall of Fame, and the 2004 recipient of the University of Maryland System Regents’ Award for research/scholarship/creative activity.

“A must-read for all middle and high school teachers interested in motivating and engaging students to enhance their reading development and help them enjoy it at the same time.”

• PrefaceAcknowledgmentsAbout the EditorAbout the Contributors1. Reading Motivation and Engagement in Middle and High School: Appraisal and Intervention - John T. GuthrieDilemmas of Students’ Motivation and Engagement in School ReadingChallenge: Teacher Support for Motivation and EngagementMeaning Is Motivating: Classroom Goal StructuresControl and Choice: Supporting Self-Directed ReadingReading Is Social: Bringing Peer Interaction to the TextSelf-Efficacy: Building Confident ReadersInterest in Reading: Potency of RelevanceStruggling Readers: Boosting Motivation in Low AchieversMerging Engagement Support Into Structured Classroom ManagementNext Steps: Transforming Classrooms and Schools2. Meaning Is Motivating: Classroom Goal Structures - Jessica E. Douglas, John T. GuthrieProviding Mastery GoalsMaking Tasks RelevantUsing Hands-On ActivitiesMastery vs. Performance Motivation: Theory and ResearchTransforming Text to MeaningScaffolding Mastery MotivationProviding Reteach OpportunitiesRewarding Effort Over Performance3. Control and Choice: Supporting Self-Directed Reading - Sarah Fillman, John T. GuthrieProviding Control and Choice in InstructionOverview of Instructional PracticesOwnership of TextOptions for How to Learn From TextInput Into CurriculumStudent Self-Direction and Shared Control: Theory and ResearchSelf-Selection of Knowledge DisplaysVoice in Standards for EvaluatingInquiry ProjectsScaffolding Control and Choice for Diverse StudentsOrder in the Classroom!Roles for Administrators4. Reading Is Social: Bringing Peer Interaction to the Text - Dee Antonio, John T. GuthrieOpen DiscussionsStudent-Led DiscussionsCollaborative ReasoningWhy Social Interaction? Research and TheoryArranging PartnershipsSocially Constructing Class ManagementScaffolding Social Motivation Over Time5. Self-Efficacy: Building Confident Readers - Shana Yudowitch, Lucas M. Henry, John T. GuthrieRecognizing the GapMatching Text to StudentsHow Self-Efficacy Develops in a Classroom: Theory and ResearchEstablishing Initial ConfidenceSetting Realistic GoalsAssuring Enabling Skills6. Interest in Reading: Potency of Relevance - Robert L. Gibb, John T. GuthrieRationale for RelevanceReal-World ConnectionPersonalizing With QuestioningExtending Intrinsic InterestsHow Relevance Works: Theory and EvidenceSelf-ExpressionPuzzling7. Growing Motivation: How Students Develop - John T. GuthrieContext CountsSituated Motivation Is SignificantMotives Move From Outside to InsideInternal Motivation Drives AchievementGeneral Motivation Is StableGlobal Internal Motivation Declines Across TimeCause and Effect?8. Struggling Readers: Boosting Motivation in Low Achievers - Sandra Jacobs Ivey, John T. GuthrieOur ChallengesVarieties of Unmotivated ReadersExternally Motivated Low AchieversApproaches to Motivation for Moderately Struggling ReadersLow Achievers Who Resist ReadingApproaches to Motivation for Resistant StudentsA Learning Curriculum for Struggling ReadersResistant Students Who Struggle to Recognize WordsInstructional Approaches for Resistant Students With Word Reading Deficits9. Next Steps for Teachers - John T. GuthrieIdentifying One Motivation to AddressSelecting Several Instructional Practices to Initiate MotivationPlanning Short-Term ChangePlanning Long-Term ChangePhasing in Support for All Motivations and Implementing All PracticesTools for TeachersQuestionnairesResourcesReferencesIndex