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Maximizing Motivation for Literacy Learning
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系列名：Teaching Practices That Work
ISBN13：9781462507511
替代書名：Maximizing Motivation for Literacy Learning
出版社：Guilford Pubn
作者：Barbara A. Marinak; Linda B. Gambrell; Susan A. Mazzoni
出版日：2012/10/04
裝訂／頁數：平裝／184頁
規格：26.7cm*20.3cm*1.3cm (高/寬/厚)
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Marinak (education and human services, Mount St. Mary's U.) et al. offer 30 strategies and activities for teachers to use to promote children's intrinsic motivation to read. After outlining five general principles of motivation, they present activities to enhance the motivational context of the classroom, to support students in developing positive self-concepts as literacy learners, and to help students recognize and appreciate the value of literacy. Each strategy has an overview, a description of how it focuses on motivation and literacy learning, and step-by-step instructions. Some include extension activities. Many of the activities provide ideas for integrating language arts and suggestions for listening, speaking, reading, and writing. The three concluding sections include a case study of the techniques as used in fifth-grade classrooms, two assessment instruments, an interest inventory, and a discussion of myths and truths. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Barbara A. Marinak, PhD, is Associate Professor in the School of Education and Human Services at Mount St. Mary’s University. Before coming to Mount St. Mary's, she spent more than two decades in public education, where she held a variety of leadership positions. She co-chairs the Response to Intervention (RTI) Task Force of the International Reading Association and serves on the National Joint Commission on Learning Disabilities. Dr. Marinak's research and publications address reading motivation, intervention practices, and the use of informational text.
Linda B. Gambrell, PhD, is Distinguished Professor of Education and former Director of the Eugene T. Moore School of Education at Clemson University. A past president of the International Reading Association (IRA), the National Reading Conference (NRC), and the College Reading Association, she is a recipient of numerous awards, including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit from the IRA, the Albert J. Kingston Award from the NRC, and the Oscar Causey Award from the Literacy Research Association, and is a member of the Reading Hall of Fame. Dr. Gambrell's research and publications focus on comprehension and cognitive processing, literacy motivation, and the role of discussion in teaching and learning.
Susan A. Mazzoni, MEd, is an independent literacy consultant who works with administrators and teachers to improve literacy practices in elementary school classrooms. Since the late 1990s, she has worked with teachers on implementing phonics, phonemic awareness, fluency, comprehension, and vocabulary instruction in ways that promote student engagement and literacy motivation. Ms. Mazzoni has taught reading courses and served as a research assistant for the National Reading Research Center at the University of Maryland, College Park. Her research and publications address reading motivation, reading engagement, emergent literacy, and discussion.
Linda B. Gambrell, PhD, is Distinguished Professor of Education and former Director of the Eugene T. Moore School of Education at Clemson University. A past president of the International Reading Association (IRA), the National Reading Conference (NRC), and the College Reading Association, she is a recipient of numerous awards, including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit from the IRA, the Albert J. Kingston Award from the NRC, and the Oscar Causey Award from the Literacy Research Association, and is a member of the Reading Hall of Fame. Dr. Gambrell's research and publications focus on comprehension and cognitive processing, literacy motivation, and the role of discussion in teaching and learning.
Susan A. Mazzoni, MEd, is an independent literacy consultant who works with administrators and teachers to improve literacy practices in elementary school classrooms. Since the late 1990s, she has worked with teachers on implementing phonics, phonemic awareness, fluency, comprehension, and vocabulary instruction in ways that promote student engagement and literacy motivation. Ms. Mazzoni has taught reading courses and served as a research assistant for the National Reading Research Center at the University of Maryland, College Park. Her research and publications address reading motivation, reading engagement, emergent literacy, and discussion.
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