MOTIVATING STRUGGLING READERS IN MIDDLE SCHOOL THROUGH AN ENGAGEMENT MODEL OF CLASSROOM PRACTICE

By J. Guthrie, Marcia H. Davis. 2003

529 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/cf83da4211968d5b3646d0005c78438cf0787286

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Improving Middle School Students’ Science Literacy Through Reading Infusion (2010, background): “In part because of these changes in the school structure and academic environment, middle school students tend to be much more disengaged from reading and learning than do elementary students ( Guthrie & Davis, 2003 ).”
The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments (2005, background): “…difficult time interacting with their classmates and friends (Eccles, Lord, & Midgley, 1991; Felner et al., 1997; Hicks, 1997; Stipek, 1998); and academic work often takes a turn toward drudgery with a strong dose of seatwork and lecture (Guthrie & Davis, 2003; Hickey, 1997; Mac Iver et al., 2002).”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “Unfortunately, research indicates that reading motivation declines as children grow older (Guthrie & Wigfield, 2000; Van Elsäcker & Verhoeven, 2003) and this trend sets in at the end of elementary school (Chapman & Tunmer, 1997; Guthrie & Davis, 2003; Unrau & Schlackman, 2006).”
The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience (2014, background): “Such tactics could help to reengage the disaffected peers, providing them access to engaged classmates and making the classroom community safe and productive (Anderman, 2003; Cabello & Terrell, 1994; Guthrie & Davis, 2003; Jennings, 2003; Soodak, 2003).”
Participation in Everyday School Activities For Children With and Without Disabilities (2007, background): “Social support is also vital for school achievement (Guthrie and Davis 2003; Wentzel and Watkins 2002).”
Associations Between Peer Victimization and Academic Performance (2013, background): “…heightened risk of distress (McDougall & Hymel, 1998), psychosocial problems (Prinstein & Aikins, 2004; Rhodes, Roffman, Reddy, & Fredriksen, 2004), and low achievement and motivation (Zanobini & Usai, 2002), all of which can impair their academic performance (Davis, 2006; Guthrie & Davis, 2003).”
Evidence–Based Strategies for Reading Instruction of Older Students with Learning Disabilities (2008, background): “Finding ways to motivate and engage students in reading is an essential feature of adolescent literacy instruction, particularly as older readers face increasingly difficult reading material and classroom environments that tend to deemphasize the importance of fostering motivation to read ( Guthrie ”
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms (2005, background): “For example, the definition of engagement related to literacy activities often incorporates cognitive abilities, students’ motivation, and social interaction (Guthrie & Davis, 2003).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “Recently, autonomy supportive instruction (giving choices, making learning relevant) has been linked to engagement (Deci & Ryan 2002b Guthrie & Davis, 2003 ; Reeve, Jang, Carrell, Jeon & Barch, 2004 ) .”
Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
General and Special Education Students' Perceptions of Co-Teaching: Implications for Secondary-Level Literacy Instruction (2006, background): “They are at best passive and may actively avoid reading’’ (Guthrie & Davis, 2003, p. 70).”
Structure Strategy Interventions: Increasing Reading Comprehension of Expository Text. (2011, background): “This lack of exposure may place readers at a disadvantage because beginning in 4th-grade students increasingly are expected to learn from expository texts in language arts, science, and social studies (Guthrie & Davis, 2003).”
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? (2008, background): “…for motivation includes pedagogical caring (Wentzel, 1997) as well as autonomy-supportive instruction (e.g., relevance and giving students choices; Guthrie & Davis, 2003; Reeve, Bolt, & Cai, 1999; Reeve, Jang, Carrell, Jeon, & Barch, 2004) and optimal structure (e.g., predictability and…”